{"id": 32}
Higher education is an important part of our modern life . Both men and women can get it . In comparison with the past there is no problem for any person to enter→enroll inOTHER [#419] the→aDET [#420] university . All you need is to have good knowledge to pass the exams and maybe some extra skills ( for example , if you want to be a fireman you should keep fit to be very strong ) . Some people believe that the amount of male and female ∅→studentsNOUN [#421] in universities should be the same for every subject . The main argument for this point of view is that everybody are→isVERB:SVA [#422] equal in their rights that is why the opportunities should be the same . The second argument may be that in such ∅→aDET [#423] situation ,→∅PUNCT [#424] when the amount of male and female students in every faculty is equal everybody will ful→feelSPELL [#425] comfortable because there will not be a majority of girls , for instance , and it will be easier for everybody to communicate and find friends . Critics of this position say that not all professions are able→suitableADJ [#426] for both man→menNOUN:NUM [#427] and woman→womenNOUN:NUM [#428] . There are a lot of examples of occupations where the majority of successful persons→peopleNOUN [#429] is→areVERB:SVA [#430] only male : soldier , fireman , builter→builderSPELL [#431] , ect→etc .OTHER [#432] . In such areas ∅→aDET [#433] worker should be strong enough . Women can not choose these professions , be satisfied with such ∅→aDET [#434] job because of her→theirDET [#435] ability to born→bearVERB:FORM [#436] ∅→aDET [#437] new life . It would be bad for society if woman→womenNOUN:NUM [#438] work→workedVERB:TENSE [#439]✅ in bad conditions , have→hadVERB:TENSE [#440]✅ ∅→aDET [#441] job which is dangerous for her→theirDET [#442] health . That is why it is impossible to accept the same numbers of male and female students in every faculty . From my point of view , the main criteria for university ∅→whetherPREP [#443] to accept ∅→a aDET [#444] person is an independant→independentSPELL [#445] exam which shows the level of knowledge and some skills which are necessary for this kind of profession . I do n't believe that it is important if you are male→a manOTHER [#446] of female→or a womanOTHER [#447] . In conclusion I would like to say that discrimination is not good but in a case of higher education there should be equal opportunities for everybody and it is not the same with equal numbers of men and women as a→∅DET [#448] students in every faculty in every→allDET [#449] universities .

{"id": 34}
Some people claim that universities should accept equal amount→amountsNOUN:NUM [#471] of male and female students in every subject . However , it is an→theDET [#472] obvious fact , that there are the→∅DET [#473] opponents of this suggestion . It is a common fact , that pupils after graduation from school are interested in their future professional skills for a good job . The→A biggerOTHER [#474] bigger part of them are going to attend a university for higher education . In addition to the first fact , there→itPRON [#475] should be mentioned that the population of women is bigger than men in general . Of course , there may be some exceptions , but they are not so relevant that it may become possible to ignore this fact . Thirdly , I would like to underline a widespread argument that all people are individuals and only a person can disclose his→decide for themselves which decide for themselves which of theirOTHER [#476] skills and→theirOTHER [#477] abilities ∅→to developVERB [#478] . Additionally , no one can decide what should people→people shouldWO [#479] do→∅VERB [#480] or ∅→shouldVERB:TENSE [#481]⚠️ not do . Fourthly , an ability to participate in this or that studying activity does not depend on the gender . Some girls are more psychologically prepared for men 's kinds of jobs . Moreover , accepting equal numbers of male and female students can be classified as a gender discrimination which is restricted in modern law society . On the other hand , there are some factors that can make people think of this need of such selection of students like bigger popularity of humanitarian courses than technical ones . There is a way of→toPART [#482] solution of→solveOTHER [#483] such a problem . It would be better to state a strict number of students in general , but not according to their sex . To sum up , I would like to say that I do not agree with people who claim that universities should accept equal number of men and women because of its→theirDET [#484] discriminatory character .

{"id": 35}
The following graph provides a brief overview on→ofPREP [#485] the proportion of the population aged 65 and over on a time→inOTHER [#486] period between 1940 and 2040 in Japan , Sweden and the USA . Following the time line it can be said that in→FromPREP [#487] the 1940 ∅→'sNOUN:POSS [#488] till→toPREP [#489] 1950→1950sOTHER [#490] - es→∅OTHER [#491] the differences between all three countries were quite irrelevant→insignificantADJ [#492] . However , with→atPREP [#493] nearly 10 % the USA was dominating Sweden in→byPREP [#494] one and a half and Japan nearly twice times . Till the early 2000 - es→'sOTHER [#495] the situation was stable with a constant grow→growthMORPH [#496] of the valued→targetNOUN [#497] age group , whereas later Sweden shows a radical jump to over 20 % rate . By the→∅DET [#498] 2030 the tendency in all the three countries will be alike→similarADJ [#499] with the proportion reaching 20 % and further 25 % by the 2040 as predicted . The most rapid growth will be shown by Japan , which in recent years→initiallyOTHER [#500] kept below 5 % rate proportion and by the 2040 ∅→willVERB:TENSE [#501]✅ stay in the same line with the rest countries a bit dominating them . To sum up , the graph particulates→showsVERB [#502] the variation of the general tendency of over 65 age group proportion growth . However , for the all three countries→∅NOUN [#503] presented ∅→,PUNCT [#504] the forecast is the same with over 25 % proportion rate by 2040 .

{"id": 36}
The ament→∅OTHER [#505] University system does not include any gender barriers or obshtcles→obstaclesSPELL [#506] , however ∅→,PUNCT [#507] there is a→anDET [#508] position that→opinionOTHER [#509] stayes→statesSPELL [#510] on→∅PREP [#511] the nessecity→needNOUN [#512] of→forPREP [#513] equaling→equalMORPH [#514] the→∅DET [#515] number→numbersNOUN:NUM [#516] of male and female student groups→studentsNOUN [#517] through out→inOTHER [#518] the University→universityORTH [#519] system . The question is whether it is a cure→solutionNOUN [#520] for→toPREP [#521] some urgent problem or blossom . To my mind there is no nessecity→necessitySPELL [#522] in such a change . The first reason is that current attendency→enrolmentNOUN [#523] system is enough liberalised→liberalised enoughWO [#524] . That means there is→areVERB:SVA [#525] no gender , racial or other social barriers while younger people attend→in studying in studying atOTHER [#526] any University , that would make→soOTHER [#527] the abilities→opportunityNOUN [#528] to get a→∅DET [#529] higher education shrinked→canVERB [#530] or→notOTHER [#531] abolished→be limitedVERB [#532] for some groups . The second reason is that equaling→equalMORPH [#533] the→∅DET [#534] numbers ∅→in no wayOTHER [#535] correlates→correlateMORPH [#536] with the fairness of getting the higher education→∅NOUN [#537] in→noOTHER [#538] noway→wayNOUN [#539] . While the rights of each gender group will be formaly→formallySPELL [#540] the same , factually that→in fact equal numbers of male and female applicantsOTHER [#541] will break→violateVERB [#542] the rights of the others that→those whoOTHER [#543] were→willVERB:TENSE [#544]⚠️ not ∅→beVERB:TENSE [#545]⚠️ accepted for the reasons they were unable→that the numbers of boys and girls haveOTHER [#546] to change or choose→be equalOTHER [#547] . The last reason that must be stated is that in some subjects there is→has traditionallyOTHER [#548] a→hasOTHER [#549] low ∅→percentageNOUN [#550] percentage of male or female students traditionally→∅ADV [#551] . That tradition is not even based on abilities or disabilities of each→eitherOTHER [#552] gender but ∅→onPREP [#553] some social patterns . Some natural or technic sciencies→sciencesSPELL [#554] are dominated but→by male students inOTHER [#555] the males→ratioNOUN [#556] on→ofPREP [#557] a→∅DET [#558] 20:1 ratio→∅NOUN [#559] , while on→inPREP [#560] some school teaching studies faculties→education departmentsNOUN [#561] there are no males→maleMORPH [#562] ∅→studentsNOUN [#563] at all . To conclude , equaling→equallingSPELL [#564] does→isVERB:TENSE [#565]⚠️ not alwayes→alwaysSPELL [#566] tied with fairness . Some mechanic→Just observing equal numbers of applicants of etherOTHER [#567] equaling→equallingSPELL [#568] may not respond adequaly→adequatelySPELL [#569] to some issues especially when we are talking about human→theirOTHER [#570] choice in→ofPREP [#571] their→∅DET [#572] future ∅→lifeNOUN [#573] , but the main reason can→goalOTHER [#574] be avoiding→is to eliminateVERB [#575] unnessecary→unnecessarySPELL [#576] obstickles on the pooth→pathOTHER [#577] of→inPREP [#578] peoples ' choice ∅→currentNOUN [#579] .

{"id": 37}
The represented graphic shows ∅→theDET [#580] information of→onPREP [#581] ∅→theDET [#582] changing proportions→proportionNOUN:NUM [#583] of polulation→populationSPELL [#584] 65→∅OTHER [#585] aged people→people agedWO [#586] ∅→65OTHER [#587] and over between 1940 and 2040 in Japan , Sweden and the USA . It is clear that the bottom level for Sveden→SwedenSPELL [#588] and USA→∅NOUN [#589] is→theOTHER [#590] taken→tookVERB:FORM [#591] place in 1940 , while japanese→for for JapanOTHER [#592] ∅→theDET [#593] lowest result corresponse→correspondsSPELL [#594] to 1980 's . Nevertheless ∅→,PUNCT [#595] a→theDET [#596] peak of proportion for all of→∅PREP [#597] three countries is→willVERB:TENSE [#598]⚠️ real→reallyMORPH [#599] held→beVERB [#600] in 2040 . Tendences→TendenciesSPELL [#601] of changing propontions→proportionsSPELL [#602] is→areVERB:SVA [#603] not so obvious but Sweden and ∅→theDET [#604] USA have→hadVERB:TENSE [#605]⚠️ nearly the same situvoion→situationSPELL [#606] in part of graphic which represents ∅→theDET [#607] period from 1940 to 1980 . Percent→The percentageOTHER [#608] of ∅→peopleNOUN [#609] 65 aged→aged 65WO [#610] and over people is→steadilyOTHER [#611] steadly→steadilySPELL [#612] growing→∅VERB [#613] from 5 - 7 percent to 13 - 15 percent . At the same time ∅→inPREP [#614] Japan had→itOTHER [#615] steady→steadilyMORPH [#616] decreasing→decreasedVERB:FORM [#617] from 5 to 3 percent . After that period , Fluctuation→the the the proportionOTHER [#618] of ∅→elderly people inOTHER [#619] every country has→∅VERB:TENSE [#620]⚠️ changed . 142→InOTHER [#621] Japan and Sweden part→the the shareOTHER [#622] of ∅→the theDET [#623] elders→elderlyMORPH [#624] has grown up in period ∅→ofPREP [#625] between 1980 and nowadays , nevertheless ∅→, theOTHER [#626] USA keeps→has has maintainedVERB [#627] the same level . Inspite→in spiteORTH [#628] of this→theseDET [#629] facts , ∅→theDET [#630] graphic shows suggested ∅→theDET [#631] tendency of dramut : cully→dramaticallyOTHER [#632] increasing proportion for→ofPREP [#633] ∅→inPREP [#634] all of→∅PREP [#635] three countries . To sum up , Japan , Sweden and ∅→theDET [#636] USA have different situation→situationsNOUN:NUM [#637] in the past and the present , but in the future ∅→theDET [#638] proportion of ∅→theDET [#639] polulution→populationSPELL [#640] 65→∅OTHER [#641] aged persons→over 65OTHER [#642] will be nearly egual→equalSPELL [#643] ∅→in these countriesOTHER [#644] .

{"id": 38}
The question→issueNOUN [#645] of the sex→genderOTHER [#646] descrimination→discriminationSPELL [#647] was opened→becameVERB [#648] ∅→importantADJ [#649] not so long ago , but several actions of femenistic→feministSPELL [#650] movemerts→movementsSPELL [#651] has→haveVERB:SVA [#652] lead→ledVERB:FORM [#653] to certain resullts→resultsSPELL [#654] . For instance , ∅→theDET [#655] tendency of acceptiry→acceptingSPELL [#656] in→∅PREP [#657] the Universities→universitiesORTH [#658] ∅→theDET [#659] same proportions of male→∅OTHER [#660] and female students in each subject ∅→to universitiesOTHER [#661] . Nowadays this problem is not posed so sharpas→sharp asORTH [#662] several decades ago . Despite of→∅PREP [#663] this sometimes sex→genderNOUN [#664] descrimination→discriminationSPELL [#665] appears in different civilizated→civilizedSPELL [#666] countries of our world . I can agree with the Statement→statementORTH [#667] given in task only if one certain→particularADJ [#668] point will become→becomesVERB:TENSE [#669]✅ true : ∅→theDET [#670] number of men and women will be equal and the history will go in another→a differentOTHER [#671] way . It sounds great that higher education is opened for everyone , but how can universities keep sex balance in→atPREP [#672] 50/50 level ? It is obvious that some faculties are more attractive to→forPREP [#673] ∅→theDET [#674] male part of mankind , and some of subjects to→forPREP [#675] ∅→theDET [#676] female part . If we want to accept equal numbers of male and female students , we will be obliged to force some humans enter in→∅PREP [#677] the wrong way→faculty that does not suit themOTHER [#678] . It will not be surprise→surprisingMORPH [#679] that everyone want→is willing toOTHER [#680] to make their choice personally , esperiully→especiallySPELL [#681] in question→the the matterOTHER [#682] of education ∅→. FRomOTHER [#683] . In→FromPREP [#684] different→anotherDET [#685] point of view ∅→, theOTHER [#686] situation in→withPREP [#687] sex→genderNOUN [#688] balance between males and femals→femalesSPELL [#689] in universities will→theOTHER [#690] start→theOTHER [#691] tendency→processNOUN [#692] on→ofPREP [#693] granting really equal rights for→toPREP [#694] everyone . Differences→The differencesDET [#695] between man and woman in social ladder will become a legend , except physical development . We will see a society of women - poliyics→politicsSPELL [#696] , ∅→militaryADJ [#697] women - militaries→∅OTHER [#698] and men - homekeepers→housekeepersSPELL [#699] . Who needs that ? I do not know . To summarize it is sufficient to say that physical differences will play their role forever . There will be ∅→aDET [#700] fair fight between male and female minds , but mankind know→knowsVERB:SVA [#701] so many male names , and so little number of→fewOTHER [#702] female important→important femaleWO [#703] persons in science and politics . We ca→canCONTR [#704] n't→notCONTR [#705] fight with→∅PREP [#706] the nature , but we can change our own rules .

{"id": 39}
The graph illustrates the change in the number of old people in the USA , Sweden and Japan between the period of the→∅DET [#707] 1940 's→1940sOTHER [#708] and the→∅DET [#709] 2040 's . As can be seen the proportion of the population aged 65 and over in the United States was the highest comparing with other countries in the middle of the twentieth century . From 194-→1940OTHER [#710] to 1960 the number rose steadily in both countries : in the USA and in Sweden , while Japan experienced a slight fall ∅→by 4 per centOTHER [#711] in the number of old people by 4 per cent→∅OTHER [#712] . However , from the 1960 's it remained stable till middle→midADJ [#713] 1980 's . During the period from→betweenPREP [#714] 1960 and 2000 the percentage in the United States and Sweden went up and down and currently is around 17 per cend→percentOTHER [#715] in the→∅DET [#716] Sweden and 14 per cent in the USA . The→In thePREP [#717] next 25 years it is predicted that rate growth will be faster and by the 2040 's ∅→will haveVERB:TENSE [#718]✅ reaches→reachedVERB:FORM [#719] around 25 per cent in all countries in question . In conclusion , the number of people reached 65 and over→olderOTHER [#720] will increase dramatically in developed countries .

{"id": 40}
Modern life seems to be unfair . We still face discrimination between men and female→womenNOUN [#721] in various spheres : it is particularly true for ∅→delete "OTHER [#722] the ∅→"PUNCT [#723] education . Although I am convinced that manicind→mankindSPELL [#724] can not tolerate with→∅PREP [#725] discrimination between genders , I suppose ,→∅PUNCT [#726] that setting up ∅→delete "OTHER [#727] the ∅→"PUNCT [#728] equal numbers of male and female ∅→studentsNOUN [#729] in every subject is incorrect , because this approach would not take info account some important conditious→conditionsSPELL [#730] and will lead to greater discrimination . Throughout ∅→delete "OTHER [#731] the ∅→"PUNCT [#732] history there has→haveVERB:SVA [#733] always been some subjects that appealed mostly ∅→toPREP [#734] males , while another→otherDET [#735] disciplines were attractive mainly for→toPREP [#736] females . History shows that ∅→,PUNCT [#737] while ∅→menNOUN [#738] the→haveOTHER [#739] men ∅→have alwaysOTHER [#740] were involved→beenVERB [#741] in math or technical disciplines the→,OTHER [#742] women are→have beenVERB:TENSE [#743]✅ mostly involved in art . For instance , according to the statistics in ∅→saint -OTHER [#744] Saint - Perersburg→PetersburgSPELL [#745] , State unuversity→universitySPELL [#746] on the Programme Engineering faculty , the number of male students in much more→higherADJ [#747] than ∅→the number ofOTHER [#748] female student number→studentsNOUN [#749] . Moreover , this order→theOTHER [#750] no→NoORTH [#751] doubt will→the proposed state of things of things wouldOTHER [#752] be unfair . It would humiliate than→theOTHER [#753] rights of both gender 's→gendersNOUN:POSS [#754] . For instance , if there is→wereVERB:TENSE [#755]✅ only two girls ∅→whoPRON [#756] would like to go→applyVERB [#757] enter→forOTHER [#758] math faculty it means→would meanVERB:TENSE [#759]⚠️ that only two boys can→couldVERB:TENSE [#760]⚠️ learn math despite on→even thoughOTHER [#761] other pretendends→pretendersSPELL [#762] desiring→wantVERB [#763] to enter→study atOTHER [#764] this faculty . Otherwise→SimilarlyADV [#765] , if only three boys would decide to enter→decided applyVERB [#766] ∅→forPREP [#767] Foreign language department it would mean that only three places would be available for girls in spite of ∅→theDET [#768] total number of empty places→vacanciesOTHER [#769] . In conclusion , I believe that we should struggle→fightVERB [#770] with→againstPREP [#771] discrimination . Setting ∅→upPART [#772] numbers like this is not efficient and→orCONJ [#773] unfair→fairADJ [#774] .

{"id": 42}
The topic of ∅→theDET [#790] difference between ∅→the numbers of male the numbers ofOTHER [#791] male and female ∅→studentsNOUN [#792] in different spheres of studing→studySPELL [#793] is very important in ∅→theDET [#794] modern world , because nowadays question→questionsNOUN:NUM [#795] of equal rights and opportunities is topical for ∅→aDET [#796] large amount→numberNOUN [#797] of people and organization . Some of them are sure that universities should study→teachVERB [#798] equal numbers of men and women in every spheres→sphereNOUN:NUM [#799] . I strongly disagree with them and I think that some subject→subjectsNOUN:NUM [#800] is→areVERB:SVA [#801] more benifit→beneficialADJ [#802] for male→menNOUN [#803] and some others for female ∅→studentsNOUN [#804] . It is no doubt , that students should have equal opportunities to study every subject . Every person is individual→specialADJ [#805] and everyone has special skills . But usually some subjects , spheres and direction→directionsNOUN:NUM [#806] ∅→do n'tOTHER [#807] have no→∅DET [#808] similar popularity between→amongPREP [#809] boys and girls . For instance , some subjects is needed→needVERB:TENSE [#810]⚠️ in→∅PREP [#811] enormous force such ∅→,PUNCT [#812] as building or some technique→engineeringOTHER [#813] specialization ,→mayOTHER [#814] engeneering→engineeringSPELL [#815] . Obviously , girls are able to take→getVERB [#816] knowledge about→inPREP [#817] this→theseDET [#818] subjects but they can not to→∅VERB:FORM [#819] work and use their knowledge in practice . So their studing→studyingSPELL [#820] and education are useless , are n't they ? University should not ∅→tellVERB [#821] tell ∅→us ,OTHER [#822] " You must study here because you are a male or female " , they should give us ∅→aDET [#823] chance to make a choice , choose a→theDET [#824] right direction and make a decision . If universities give equal access to different direction→directionsNOUN:NUM [#825] for women and men they can choose so we get modern society with develop professions where every person do→doesVERB:SVA [#826] work which can be done by→withPREP [#827] their individual skills . To sum up , the general idea of modern education is not equal amount→numbersNOUN [#828] of girls and boys but is iqual→equalSPELL [#829] access to this education !

{"id": 43}
The graph presents the data on amount→the the percentageOTHER [#830] of population aged 65 and over since 1940 in Japan , Sweden and ∅→theDET [#831] USA . This graph also makes predictions about ∅→theDET [#832] level of population aged 65 and over in 2040 . First of all , it should be noted that Japan has the lowest rate of population aged 65 ( no more than 10 % ) . The highest rate is mentioned in ∅→theDET [#833] USA ( from 9 % to 15 % ) . The line showing ∅→theDET [#834] proportion of population aged 65 in Sweden goes porollel→parallelSPELL [#835] with ∅→the one forOTHER [#836] USA 's→the theOTHER [#837] one ∅→forPREP [#838] . Although→NeverthelessADV [#839] , it rises→roseVERB:TENSE [#840]⚠️ suddenly in 1990s and decreases→decreasedVERB:TENSE [#841]⚠️ , according to predictions , in 2010s→2010OTHER [#842] . Moreover , from this graph it is seen that after 2040 levels of ∅→theDET [#843] population aged 65 in all 3 countries ∅→are expected to are expected toVERB [#844] increase rapidly . The population aged 65 and over in Japan grows→is expected to growVERB:FORM [#845] from 10 % to 25 % less than in the→∅DET [#846] 5 years ( from 2030 to 2035 ) . The lines of population of→inPREP [#847] ∅→theDET [#848] USA and Sweden are porollel→going to be parallelOTHER [#849] again from 2027 . The USA→AmericanOTHER [#850] population increases→will increaseVERB:TENSE [#851]⚠️ from this moment from 16 % to 23 % in 2040 ∅→,PUNCT [#852] and ∅→theDET [#853] population of Sweden grows→will growVERB:TENSE [#854]⚠️ from 18 % to 25 % in 2040 . All in all , from this graph in→itSPELL [#855] can be concluded that the levels of ∅→the elderlyOTHER [#856] population in Japan , Sweden and ∅→theDET [#857] USA grows→is predicted to growVERB:FORM [#858] from 2030 rapidly .→Тимофеева СOTHER [#859]

{"id": 44}
Nowadays the question of equality is the most significant part of society . And the problem raises→gets worseOTHER [#860] , when it concerns young people who are→∅VERB:TENSE [#861]✅ truly believe in their own independence . That 's why I suppose that universities have to try to accept equal numbers of representatives of both sex→sexesNOUN:NUM [#862] , for every subject . First of all , the society should prove its claims about freedoms and democracy . If students see that their legally binding rights are not protected , this could being→lead toOTHER [#863] strikes and , consequently , ∅→aDET [#864] decreasing→decreaseMORPH [#865] of→inPREP [#866] government 's authority . Business books emphosise→empahsizeSPELL [#867] , that society and all its members must feel confident in→aboutPREP [#868] every step taking→takenVERB:FORM [#869] by politics→politiciansMORPH [#870] and ∅→,PUNCT [#871] what is more , to→∅VERB:FORM [#872] have an essense of→essentiallyOTHER [#873] non - restricted protection . For example , my friend from Ukraine have→hasVERB:SVA [#874] told me , that the reason why his family encourages the actions of ∅→theDET [#875] current revolution is complet→completelySPELL [#876] misunderstand→misunderstoodNOUN [#877] and frustration connecting→connectedVERB:FORM [#878] with ∅→theDET [#879] governmental apporat→apparatusSPELL [#880] . Moreover , the popular thought about diversification of ∅→theDET [#881] subject→subjectsNOUN:NUM [#882] regarding to their so - called use→appropriateOTHER [#883] only for one sex should be rejected . Every child or every student has his or her own views on the world , and they all have their own preferences . That 's why to limit the number of subjects which , for example , a girl could take seems abormal→abnormalSPELL [#884] . The magasine→magazineSPELL [#885] named " Slon " writes , that the men→manNOUN:NUM [#886] differs from the woman only physically and now it 's very easy to mess→mix upVERB [#887] both groups . For example , I 've→haveCONTR [#888] read about person ,→a a womanOTHER [#889] who has more male interests that→thanSPELL [#890] female 's ones→∅OTHER [#891] and behave→behavesVERB:SVA [#892] herself according to ∅→theDET [#893] rules ,→∅PUNCT [#894] which ∅→theDET [#895] society always consideres→considers toVERB [#896] as→beOTHER [#897] male one→∅NOUN [#898] . And→∅CONJ [#899] least→lastADJ [#900] , but no→notOTHER [#901] less→leastADV [#902] , is ∅→aDET [#903] phyhological→psychologicalSPELL [#904] problem : students should study and live in ∅→aDET [#905] society where all roles are taken→distributedVERB [#906] . It 's not surprising , that girls and boys have different attitude→attitudesNOUN:NUM [#907] in 90 % times→of situations in lifeOTHER [#908] ( as British newspaper " Guardian " claims ) ∅→,PUNCT [#909] and that 's why they have to korn→learnVERB [#910] something from each other . For example , I know a girl ,→∅PUNCT [#911] who studied only with other girls . She always says now , that such life is horrible . All in all , it should be noted , that equal rights in society should be considered ∅→to beVERB [#912] as→aOTHER [#913] healthy way to live . No one→∅NOUN [#914] must n't→shouldOTHER [#915] suffer because of their sex identity .

{"id": 45}
The graph illustrates how→theOTHER [#916] many→part ofOTHER [#917] people about 65 years old and over→and over years oldWO [#918] live→livingMORPH [#919] in Japan , Sweden and USA in a→∅DET [#920] certain period→periodsNOUN:NUM [#921] of time . According to this graph , the amount→percentageNOUN [#922] of such peope→peopleSPELL [#923] in Sweden and ∅→theDET [#924] USA is→wasVERB:TENSE [#925]⚠️ quite simmilar→similarSPELL [#926] . In comparison to these two countries , the proportion of the population aged 65 and over in Japan is lower between 1940 and 2030 . This proportion in Japan reached a low of just 3 % of people aged 65 and over in 1960 and maintained the same level in 1985 . Besides , the population of old→elderlyADJ [#927] people will increase at the end of the period of time ,→∅PUNCT [#928] which is taken into account in the task . Moreover , nowadays more→a higher percentage ofOTHER [#929] people under→agedOTHER [#930] 65 ∅→and overOTHER [#931] live in Sweden ,→∅PUNCT [#932] than in Japan and ∅→theDET [#933] USA . All in all ∅→,PUNCT [#934] the graph shows ,→∅PUNCT [#935] that the amount→proportionNOUN [#936] of people aged 65 and over is not static between 1940 and 2040 , it changes dramatically and in→onPREP [#937] ∅→theDET [#938] whole is going→goesVERB:TENSE [#939]⚠️ up .

{"id": 46}
Nowaday→NowadaysSPELL [#940] many universities all over the world offer a wide range of educational opportunities ,→∅PUNCT [#941] which should→canVERB:TENSE [#942]⚠️ be used by both male and female students equaly→equallySPELL [#943] . Some people are→∅OTHER [#944] absolutely agree with this statement for the following reasons . First of all , in ∅→theDET [#945] modern world every person should have the same rights as others and any discrimination is prohibited . So that it does n't matter is→ifSPELL [#946] a person ∅→isVERB [#947] male or female , he or she has an ability to study what he or she prefers . That 's why universities can not accept→offerVERB [#948] more places for boys or girls only . However , others ∅→do n'tOTHER [#949] feel not→∅ADV [#950] the same way . For them it is normal ,→∅PUNCT [#951] when there are more male or female students in ∅→someDET [#952] subjects , because some educational programms→programmesSPELL [#953] attract ∅→the attention ofOTHER [#954] more boy 's→boysNOUN:POSS [#955] or ∅→moreADJ [#956] girl 's→girlsNOUN:POSS [#957] attention→∅NOUN [#958] . For example , a programm→programmeSPELL [#959] to be→becomeVERB [#960] a car driver or a pilot suits more for→betterOTHER [#961] male students ∅→betterADV [#962] , while nail art 's→artsNOUN:POSS [#963] course is better→ratherADV [#964] for female students . As for me , it does not matter how many male or female students are in ∅→aDET [#965] studying→studyMORPH [#966] group , but it is clearly→clearMORPH [#967] ,→∅PUNCT [#968] that universities should offer equal amount→numbersNOUN [#969] of places for→toPREP [#970] boys and girls . Because all students should have the same opportunity to get the type of educational programm→programmeSPELL [#971] ,→∅PUNCT [#972] which theu→theySPELL [#973] want most of all . To sum up , nowadays there are a lot of coarces→coursesSPELL [#974] for male and female students . And every person should make a choise→choiceSPELL [#975] that fits their lifestyle best of all . That 's why universities should help students to achieve thise→thisSPELL [#976] goal .

{"id": 47}
According to the chart the population of elderly people in Japan , Sweden and USA has been growing during the period between 1940 to→andOTHER [#977] 2040 years . Firstly , it I→isSPELL [#978] significant to emphasize ,→∅PUNCT [#979] that the least ammount→percentageNOUN [#980] of people aged 65 and over was in Japan in 1940 . Practically a half more than this we can see in USA . So , ∅→theDET [#981] Swedish ∅→elderlyNOUN [#982] are just in the middle . Next , it is important to note , that the propotion→proportionSPELL [#983] between→ofPREP [#984] eldery→elderlySPELL [#985] people in USA and Sweden was increasing slightly till 1990 's , while the feagure→figureSPELL [#986] ,→∅PUNCT [#987] that characterize→characterisesMORPH [#988] Japaneese→JapaneseSPELL [#989] was declining→declinedVERB:TENSE [#990]⚠️ till 2000 's . Besides , it is obvious ,→∅PUNCT [#991] that near the year of 2010 the population began to rise . At this point the ammount→amountSPELL [#992] of old people in Sweden reached a quantity→levelNOUN [#993] of 20 % . Then , we ca n't ignore the fact , that ∅→,PUNCT [#994] according to the predictions ∅→,PUNCT [#995] by the year of 2040 the population of eldery→elderlySPELL [#996] people will be→have reachedVERB [#997] from 23 % to 27 % . To sum up , it is clear ,→∅PUNCT [#998] that in ∅→theDET [#999] feature→futureNOUN [#1000] there will be more people aged 65 and over than it→therePRON [#1001] is→areVERB:SVA [#1002] nowadays .

{"id": 49}
Here we may see the graph which presents us the proportion of the population aged 65 and over between→overPREP [#1040] 1→aDET [#1041] thousand→hundredOTHER [#1042] years n→inSPELL [#1043] Japan , Sweden and ∅→theDET [#1044] USA . Every country has their→itsDET [#1045] own type of line . It helps us to understand the differences well . So we may see that ∅→aDET [#1046] sharp line which " belongs "→characterizesOTHER [#1047] to→theOTHER [#1048] USA is the most steady→steadilyMORPH [#1049] ∅→risingVERB [#1050] . The most amount→significant numberOTHER [#1051] of changes→numberNOUN [#1052] connected with ∅→theDET [#1053] proportion of→the proportionOTHER [#1054] population ∅→isVERB [#1055] in Sweden . The line of Japan shows us that from 1940 to 2030 the proportion of population in this country have changed→has been changingVERB:TENSE [#1056]⚠️ not so much , but then ∅→has has increasedVERB [#1057] shockly increases→∅NOUN [#1058] . To sum up , we may say that Sweden may be called the most progressive in this case . Every twenty years this country doubles each position . ∅→theDET [#1059] USA is more constant , ∅→theDET [#1060] proportion of population rise→risesVERB:SVA [#1061] , but temps→the paceOTHER [#1062] are→isVERB:SVA [#1063] much lower . Japan gives to→∅PREP [#1064] us the most surprising growing . So ∅→,PUNCT [#1065] we may notice that all of the lines go up , it means that ∅→theDET [#1066] proportion of ∅→theDET [#1067] population aged 65 and over within years years will be higher and higher . This is the fact which help→helpsVERB:SVA [#1068] us to conclude that peoples ' life will be longer . Moreover ∅→,PUNCT [#1069] the number of young people decrease→decreasesVERB:SVA [#1070] from 1940 to 2040 .

{"id": 52}
Today there is→areVERB:SVA [#1103] a great number of discussions about male / female relationships . One of them is should→whetherPREP [#1104] male and female students ∅→shouldVERB:TENSE [#1105]✅ work together ∅→,PUNCT [#1106] and even more -→,PUNCT [#1107] in equal numbers . Some people lelieve→believeSPELL [#1108] that it 's inappropriate , to make universities accept equal numbers of male / female students , others agree that it will improve ∅→theDET [#1109] current situation in education . There exist strong arguments of→onPREP [#1110] both sides of this disscussion→discussionSPELL [#1111] , which implies that it is worth examining all points of view before reaching any conclusion . First of all , there→itPRON [#1112] is a necesity→necessaryOTHER [#1113] to say that one of the advantages of these→thisDET [#1114] type→systemNOUN [#1115] of accepting students is the equallity→equalitySPELL [#1116] between men and women . Equall→equalSPELL [#1117] numbers mean equall→equalSPELL [#1118] opportunities for people , without ∅→genderNOUN [#1119] discrimination sexes→∅NOUN [#1120] . Moreover , there is→areVERB:SVA [#1121] a→∅DET [#1122] plenty of scientist 's→scientificOTHER [#1123] researchs→researchesSPELL [#1124] convincing→concludingVERB [#1125] that working between→inPREP [#1126] male and female→mixedOTHER [#1127] groups of people→men and womenOTHER [#1128] in equall→equalSPELL [#1129] proportions gives a→∅DET [#1130] much more favor→benefitNOUN [#1131] . Also , this type of proportion helps members of each→eitherOTHER [#1132] group→genderNOUN [#1133] interact with others ∅→moreADV [#1134] easily ,→∅PUNCT [#1135] that→thanPREP [#1136] when there is a disproportion . Another point of view is that such→thisOTHER [#1137] type of accepting students is useless and pointless . Supporters claim that such thing→approachNOUN [#1138] can destroy the real competition between→amongPREP [#1139] students , which is based on knowledge , not on female / male→a man whetherOTHER [#1140] you are ∅→a manOTHER [#1141] or not→a womanOTHER [#1142] . Another drawback of equall→equalSPELL [#1143] accepting→admissionNOUN [#1144] numbers is that it can crushed→crushMORPH [#1145] all→the wholeOTHER [#1146] system of university 's→∅NOUN:POSS [#1147] academic freedom ∅→asPREP [#1148] -→theOTHER [#1149] government will give→dictateVERB [#1150] concrete→theOTHER [#1151] numbers of students ,→∅PUNCT [#1152] who schould→shouldSPELL [#1153] study in→atPREP [#1154] universities . And one of the most convincing arguments againts→againstSPELL [#1155] equall→equalSPELL [#1156] proportions between→ofPREP [#1157] male / female students is that there is no any→∅DET [#1158] correlation or connection between knowledge and which sex do you have . And I am→IOTHER [#1159] firmly believe in that . Since the Medievel→MedievalSPELL [#1160] times , people fight→have foughtVERB:TENSE [#1161]✅ against discrimination , for modern→theOTHER [#1162] society with equall→equalSPELL [#1163] rights for everybody . And for the first time , this meosure→measureSPELL [#1164] for accepting equall→equalSPELL [#1165] numbers of students seems like justice , lut→butSPELL [#1166] it is not ∅→aDET [#1167] real→reallyMORPH [#1168] suitable criteria→criterionNOUN:NUM [#1169] for competition between→amongPREP [#1170] students . There is no shame if men are good at law and women in→atPREP [#1171] teaching as there is no any→∅DET [#1172] discrimination between them in case of disproportion . Considering all arguments , it can be concluded that the idea of universities accepting equal number of male / female students is not good of→atOTHER [#1173] all .

{"id": 53}
The graph provides data about the percentage of group→∅NOUN [#1174] of ∅→peopleNOUN [#1175] people 65 years old and over . It demonstrates a change of→inOTHER [#1176] this proportion from 1940 to 2040 in Japan , Sweden and ∅→theDET [#1177] USA . It 's clear from the graph that in every compacative→∅ADJ [#1178] country ∅→in this comparisonOTHER [#1179] the quantity→percentageNOUN [#1180] of people 65 years old and over would→is expected toVERB [#1181] increase from 5 % - 10 % in 1940 to 25 % approximately→approximately 25 %WO [#1182] in 2040 . However , the ways→time and paceOTHER [#1183] of growing are different . The percentage of ∅→theDET [#1184] population aged 65 and over in ∅→theDET [#1185] USA is guaducelly→graduallyOTHER [#1186] increasing→increasesVERB:FORM [#1187] during this→theseDET [#1188] 100 years like→, just as it doesOTHER [#1189] in Sweden . By contrast , Japan 's→JapaneseOTHER [#1190] group of people 65 years old and over had been decreasing→decreasedVERB:TENSE [#1191]⚠️ ∅→in numberOTHER [#1192] from 1940 to 1983→aroundOTHER [#1193] approximately→aroundADV [#1194] , then→whenADV [#1195] it began to rise slightly ∅→,PUNCT [#1196] and in 2030 there would→willVERB:TENSE [#1197]⚠️ be ∅→aDET [#1198] drammatic→dramaticSPELL [#1199] increase from 10 % to 25 % . In ∅→theDET [#1200] USA and Sweden there were periods of decline ∅→,PUNCT [#1201] too - from 1980 to 1990 and from 1980 to 2014 respectively . Moreover , ∅→theDET [#1202] next period of decrease of→inPREP [#1203] ∅→theDET [#1204] population aged 65 and over is expected in ∅→theDET [#1205] USA in 2015 . As a result of ∅→the change theOTHER [#1206] change Japan will be the oldest country in 2040 , then Sweden and ∅→theDET [#1207] USA respectively . It means that Japan will be in→atPREP [#1208] risk of demography→demographicMORPH [#1209] problems .

{"id": 54}
There is an opinion that universities should consist of→enrollOTHER [#1210] equal parts→numbersNOUN [#1211] of men and women , because society should give the same rights and possibilities for→toPREP [#1212] both sex→gendersNOUN [#1213] . I ca n't agree with this opinion . Firstly , undulation→admissionsNOUN [#1214] should not depend on sex→genderNOUN [#1215] . The main criteria is personal abilities and way of thinking . If universities had accepted equal quantity of students in 16 - 19 centuries despite of their mental activity , modern society would never have industrial machines , planes and cues→carsNOUN [#1216] just because young scientist→scientistsNOUN:NUM [#1217] ,→∅PUNCT [#1218] who had innovating ideas ,→∅PUNCT [#1219] were not accepted ∅→toPREP [#1220] university . Secondly , there are a lot of professions which require some physical or psychological features from warheas→workersSPELL [#1221] . It→The requirementsOTHER [#1222] depends→dependVERB:SVA [#1223] on ∅→theDET [#1224] character of work , its aims and audience→applicationNOUN [#1225] . For example , it 's really difficult for men to work at→inPREP [#1226] women 's→∅OTHER [#1227] consultation→gynecologyNOUN [#1228] centre because both ∅→aDET [#1229] doctor or→andCONJ [#1230] ∅→aDET [#1231] client would be embarrassed . Besides , women would→canVERB:TENSE [#1232]⚠️ have problems working as machinery operator→operatorsNOUN:NUM [#1233] because sometimes , it 's necessary to repair huge machines quickly to prevent the catastroph→catastropheSPELL [#1234] . The majority of women just do not have such strong organism and muscles . Thirsty→ThirdlyOTHER [#1235] , such equality would negatively affect not only a person ,→∅PUNCT [#1236] who was not accepted ∅→toPREP [#1237] by university ,→∅PUNCT [#1238] but also a person ,→∅PUNCT [#1239] who was ∅→enrolledVERB [#1240] . It would→canVERB:TENSE [#1241]⚠️ happen because student→∅NOUN [#1242] of→aOTHER [#1243] university ∅→studentNOUN [#1244] will be scere→scareSPELL [#1245] that employes→employersSPELL [#1246] would→willVERB:TENSE [#1247]✅ accept them→both gendersOTHER [#1248] equally like the university . However , such students do not pay attention for→toPREP [#1249] the fact that employers will take the smartest students . As a result of this equality students lose their ability→potentialNOUN [#1250] for competition . All in all , ∅→aDET [#1251] university is " a factory " of knowledges→knowledgeNOUN:INFL [#1252] , research and new inventions . We should not create barriers for ahibitious→ambitiousSPELL [#1253] persons→peopleNOUN [#1254] and accept persons→thoseOTHER [#1255] , who does→doVERB:SVA [#1256] n't have interest in education , just because of sex equality . If it would happen→happensVERB:TENSE [#1257]✅ , the development of science and society 's culture will stop .

{"id": 55}
The proportion of the population aged 65 between 1940 and 2040 is presented on the graph below . It can be seem→seenVERB [#1258] from the graph that the peasantage→percentageSPELL [#1259] of Sweden→SwedishMORPH [#1260] and USA→AmericanOTHER [#1261] population tends→tendedVERB:TENSE [#1262]⚠️ to be far more similar , in comparison with Japan→JapaneseADJ [#1263] population ∅→.PUNCT [#1264] it→. ItPUNCT [#1265] should be mentioned that until 1980s . These→theseORTH [#1266] 2 groups were quite the same . There was a gradual increase from 5 % to approximately 15 % , while in the USA , there was the→aDET [#1267] stable decrease ( less than 5 % ) , followed by a sadden→suddenADJ [#1268] " recovery " . ( From 2000 the situation ∅→hasVERB:TENSE [#1269]✅ changed dramatically . What is more , from that year the difference between ∅→theDET [#1270] USA and Sweden age groups became far more obvious as the number of elderly people in Sweden began to rise steadily . However , in compliane→complianceSPELL [#1271] with the graph the persentage→percentageSPELL [#1272] difference by 2040 was not evident less than 5 % . To sum everything up , it should be empasized→emphasizedSPELL [#1273] that in spite of different results , japan→JapaneseADJ [#1274] population ( after a perpertual→perpetualSPELL [#1275] grouth→growthSPELL [#1276] ) increased dramatically more→more dramaticallyWO [#1277] ∅→thanPREP [#1278] in contrast to→∅OTHER [#1279] other countries . Probably that can be explained by the great member→numberNOUN [#1280] of elderly people in Japan of that catagory→categorySPELL [#1281] .

{"id": 56}
It can not be denied that men in comparison with women have always had more preferable social position for→inPREP [#1282] many countries . However , nowadays that→thisDET [#1283] problem does n't→notCONTR [#1284] seem so crucial any more . It is generally agreed that both men and women have equal rights . That is why , it is declared that equal number→numbersNOUN:NUM [#1285] of male and female students should be accepted to Universities→universitiesORTH [#1286] . But is it really so ? Frankly speaking ∅→,PUNCT [#1287] it seems to me that such ∅→anDET [#1288] idea is n't→notCONTR [#1289] worth doing→relevantOTHER [#1290] as students should be accepted in accordance→accordingOTHER [#1291] with→toPREP [#1292] their mental abilities , exam results and→talentsOTHER [#1293] personal talants→talentsSPELL [#1294] and capabilities→∅OTHER [#1295] . Only in that→thisDET [#1296] case , justice and equality can be reached . Besides , it also must be→must be alsoWO [#1297] pointed out that there is a tendency for both groups to choose particular→certainADJ [#1298] subjects . It is is undeniable that math , physics , engeneering→engineeringSPELL [#1299] are more preferable among boys , while girls are interested in literature , languages , and so on . However , it ca→canCONTR [#1300] n't→notCONTR [#1301] be called an unehiable→unreliableSPELL [#1302] rule , and of course , there are a plenty of exceptions . What is more , ∅→theDET [#1303] population also need to be taken into account , as in some countries , the number of women prevaile→prevailSPELL [#1304] . For instance , in some Universities→universitiesORTH [#1305] with technical subjects there ∅→areVERB [#1306] only 10 girls and 20 boys in ∅→a aDET [#1307] group . Nevertheless , some ∅→peopleNOUN [#1308] would say ,→∅PUNCT [#1309] that such ∅→aDET [#1310] situation will be→isVERB:TENSE [#1311]⚠️ substantial for people ∅→in orderOTHER [#1312] to protect of their rights for getting education , especially for women who still can→can stillWO [#1313] face the problem of discrimination . In conclusion , it should be pointed out that every person has equal rights regardless of sex , social position , money , religion and race . That is why ∅→IPRON [#1314] strongly believe that equal number→numbersNOUN:NUM [#1315] of male and female students does n't→notCONTR [#1316] seem so vital for realising→havingVERB [#1317] an opportunity of getting an education . The quantity→numberNOUN [#1318] of students should depend on their knowledge and capabilities and→butCONJ [#1319] not on sex .

{"id": 57}
The line graph gives an→theDET [#1320] information about the amount→percentageNOUN [#1321] of people over 65 years old basing on the statistic data of→inPREP [#1322] three countries : Japan , Sweden and the United States of America . According to the graph , the amount→proportionNOUN [#1323] of people from→inPREP [#1324] the presented age group in Japan steadily fell→fell steadilyWO [#1325] in the period from 1940 to 1985 . However , there is a serious increase in the population of people aged 65 from 3 % in 1985 to 28 % in 2040 . The population of this age group in Sweden also grew→growsVERB:TENSE [#1326]⚠️ from 1940 to 2040 from 7 % to almost 27 % . The amount→percentageNOUN [#1327] of such people in the United States slightly increased from 9 % to 15 % in the period from 1940 to 1980 . Then the ∅→percentageNOUN [#1328] number of people from ∅→thisDET [#1329] age group was more or less stable and , as it is shown on→inPREP [#1330] the graph , there is a sharp growth of it in the time period ∅→predictedVERB [#1331] from 2025 to 2040 . To sum up , the population of people aged 65 and over will significantly increase ∅→in presentedOTHER [#1332] in ∅→the the countriesOTHER [#1333] presented ∅→in theOTHER [#1334] countries to→presented in the task byOTHER [#1335] 2040 .

{"id": 60}
Due→AccordingPREP [#1371] to the principles of the International law→international ,OTHER [#1372] there could→shouldVERB:TENSE [#1373]⚠️ not be any discrimination . So , males and females have equal rights nowadays in all spheares→spheresSPELL [#1374] of life . This rule also concerns educational process ∅→:PUNCT [#1375] their all people have a right to have an→∅DET [#1376] education , besides , they are free to choose any subject they want . Moreover , is it appropriate for universities to accept males and females in every subject ∅→inPREP [#1377] equaly→equalSPELL [#1378] ∅→numbersNOUN [#1379] ? First of all , if we speak of equality of men and women we should make a→∅OTHER [#1380] notice→noteMORPH [#1381] that this also mean→meansVERB:SVA [#1382] that women could→canVERB:TENSE [#1383]⚠️ not do some work which is→doesVERB:TENSE [#1384]✅ not suit them ( take→for example , carryOTHER [#1385] heavy things ) . In other ways it is known that females can choose freely their profession→their profession freelyWO [#1386] . Secondly , we can easily think of jobs which will be more→of higherOTHER [#1387] priority for males such as military professions . What is the goal of setting the rule when→forOTHER [#1388] universities ∅→toVERB:FORM [#1389] accept equal numbers of male and female students in every subject ? Will it really provide equality ? It is set by the laws→lawNOUN:NUM [#1390] that everyone has an opportunity to study the subject he ∅→or sheOTHER [#1391] prefers . This rule is enough for the realisation→implementationNOUN [#1392] of the principle mentioned above . Another factor which may be set against that rule is a different propostion→proportionSPELL [#1393] of population→∅OTHER [#1394] of males→maleMORPH [#1395] and females→femaleMORPH [#1396] ∅→populationNOUN [#1397] in the country . It would be hard to reach equal numbers because women→thereOTHER [#1398] simply can→can simplyWO [#1399] be more ∅→womenNOUN [#1400] than men or overwise→otherwiseSPELL [#1401] , so this argument makes that rule almost impossible . Of course ∅→,PUNCT [#1402] universities may try to bistribute→distributeSPELL [#1403] males and females during educational process in→intoPREP [#1404] different groups equaly→equallySPELL [#1405] and that probably will→will probablyWO [#1406] bring positive result . To sum up , everyone both males and females has a right and opportunity to choose their profession and study in a place they want . It will not be appropriate for university workers trying→to tryVERB:FORM [#1407] to choose students by the criteria of equality→equalMORPH [#1408] ∅→numbersNOUN [#1409] of males and females instead of ∅→byPREP [#1410] professional qualities and knowledge ,→∅PUNCT [#1411] which may have every person→every person may haveWO [#1412] .

{"id": 61}
The diagram presents a→theDET [#1413] number→percentageNOUN [#1414] of people after→∅PREP [#1415] 65 years old in percentage from number of all people→and overOTHER [#1416] . The indicators→∅NOUN [#1417] are devided→dividedVERB [#1418] on 3→give for the threeOTHER [#1419] groups→forOTHER [#1420] with→theOTHER [#1421] ∅→threeOTHER [#1422] countries :→-PUNCT [#1423] Japan , Sweden and ∅→theDET [#1424] USA , and shows→showVERB:SVA [#1425] changes in the 100 ∅→-PUNCT [#1426] year period from 1940 to 2040 . The population aged 65 and over from→inPREP [#1427] Japan was only 5 percent in 1940 . Then there was ∅→aDET [#1428] slightly→slightMORPH [#1429] decrease for 20 years period and it was a→∅DET [#1430] constant ∅→over theOTHER [#1431] next 20 years→∅OTHER [#1432] . After 1980 it become→beganVERB [#1433] to increase slightly . According to ∅→the graph theOTHER [#1434] graph this increase will be continued and in 2030 ∅→the percentageOTHER [#1435] will go up dramatically to 25 percent . In Sweden the number→portionNOUN [#1436] of ∅→elderlyADJ [#1437] people in 1940 was about 7 percent . Between 1940 and 1980 this ∅→percentageNOUN [#1438] number was increasing→increasedVERB:TENSE [#1439]⚠️ . After that there was ∅→aDET [#1440] slight fall and than→thenSPELL [#1441] ∅→aDET [#1442] sharp rise . The same situation will be between 2010 and 2040 . The numbers→percentage percentage numberNOUN [#1443] will reach almost 25 percent . In the USA there were almost 10 percent aged→of elderlyOTHER [#1444] people in 1940 . Between 1940 and 1980 it was a little more→higherADJ [#1445] than in Sweden . After 1980 the indicators→figuresNOUN [#1446] were stable and after 2020 ∅→theyPRON [#1447] will rise to 23 percent in 2040 . To sum up , it can be seen from the graph ∅→thatDET [#1448] , the number of people aged 65 and over ∅→isVERB:TENSE [#1449]✅ increase→increasingVERB:FORM [#1450] and will reach the number nearly 25 percent to→inPREP [#1451] 2040 in all countries .

{"id": 62}
Some people think that there is a good idea ∅→forPREP [#1452] to students→students toWO [#1453] study in groups ,→inOTHER [#1454] when→whichOTHER [#1455] the numbers of boys and girls would be equal , and Universities→universitiesORTH [#1456] should provide→adoptVERB [#1457] this idea . In my opinion this idea is not so good . Firstly , the number of male and female students does not matter for studing→studyingSPELL [#1458] process . I do n't have any thought about→know studiesOTHER [#1459] influence→influencedVERB:FORM [#1460] by it for study→studiesOTHER [#1461] . Secondly , accepting equal numbers of both ∅→gendersNOUN [#1462] is almost impossible . Usually there are more girls than boys entering→applyingVERB [#1463] in→forPREP [#1464] humanitariaty→humanitySPELL [#1465] Universities and more boys than girls entering in technical ∅→onesNOUN [#1466] . Thirsty , the sex→∅NOUN [#1467] of→aOTHER [#1468] student ∅→'s genderOTHER [#1469] ca n't be significant point for decision ∅→whetherPREP [#1470] to take→acceptVERB [#1471] him or her in→toPREP [#1472] University . The main categories are knowledges→knowledgeNOUN:INFL [#1473] , skills and ability to study something new . From→OnPREP [#1474] the other hand , groups with equal numbers of male and female students may be more→betterADV [#1475] balanced . It can be usefull→usefulSPELL [#1476] for socialisation of young people . Some problems , which do→areOTHER [#1477] n't conected→connectedSPELL [#1478] with→connected studyingOTHER [#1479] study→studyingVERB:FORM [#1480] ,→∅PUNCT [#1481] may be disappeared→disappearVERB:TENSE [#1482]✅ . An example from my own experience is 8→∅OTHER [#1483] March ∅→8thNOUN [#1484] , women 's day . In our group there are 20 girls and only 5 boys . That 's why our male students were not very happy in→onPREP [#1485] that day . However , despite that they were→beingOTHER [#1486] in minority they made a very good presents to girls . In conclusion , I would like to say that this idea is good for students . I wish there were equal numbers of boys and girls in my group . But I do n't think that it is important ∅→thatPREP [#1487] Universities→universitiesORTH [#1488] should decide→solveVERB [#1489] more significant problems linked with study→studiesNOUN:NUM [#1490] .

{"id": 63}
The chart shows shows the proportion of people 's population at the age of 65 ∅→and overOTHER [#1491] in three different countries : in Japan , in Sweden and ∅→inPREP [#1492] the USA between 1940 and 2040 . According to the graph , in 1940 the percentage of population aged 65 was about 5 ∅→per centOTHER [#1493] in Japan . In contrast , in the USA it contaned→containedSPELL [#1494] about 9 % . The population of ∅→theDET [#1495] nation aged 65 and over was nearly 7 % in Sweden . In the period between 1940 and 1980 only in Japan the percentage of people is→∅VERB:TENSE [#1496]✅ slightly falled→fellVERB:INFL [#1497] and contaned→containedSPELL [#1498] about 3 % . According→AsPREP [#1499] to→forPREP [#1500] the USA and Sweden , the proportions increased steaply→steeplySPELL [#1501] from 9 to 15 % for the USA and from 7 to 14 % for Sweden . It would appear→appearsVERB:TENSE [#1502]⚠️ from the statistic→statisticsNOUN:NUM [#1503] that between 1980 and 2028 there is ∅→expected to be aOTHER [#1504] dramatically→dramaticMORPH [#1505] decreasing→decreaseMORPH [#1506] in the USA . However , at the same time , the proportion of people aged 65 and over in Japan is sharply go up ∅→sharplyADV [#1507] and in 2040 will be about 27 % . To sum up , it can be concluded , that during→betweenPREP [#1508] the→∅DET [#1509] 1940 and 2040 the percentage of population in three countries rise→risesVERB:SVA [#1510] differently , espassially→especiallySPELL [#1511] in Japan , ∅→whereADV [#1512] the nation ∅→is toVERB [#1513] become more aged ,→olderOTHER [#1514] than in the USA and Sweden .

{"id": 64}
It can be suggested that it is necessary to accept equal amount girls and boys in every subject in the Universities . However , this statement→situationNOUN [#1515] has some advantages and disadvantages . Nowadays , there is no doubt that disadvantages of this statement→approachNOUN [#1516] are less valuable→seriousADJ [#1517] than proccess→the achievements it can bringOTHER [#1518] . To begin with ∅→, let 's considerOTHER [#1519] the point about discrimination→discriminatingMORPH [#1520] male and→orCONJ [#1521] female students in Universitet→universitySPELL [#1522] , if they should→do notOTHER [#1523] study every subject in equal numbers . Probably , some of them do not want to study some subject , for example , girls do not prefer physical culture , at the same time , boys are keen on sport more than ∅→onPREP [#1524] literature . As a result , there are some problems . One more of the main argument is that studing together ∅→can helpVERB [#1525] male and female students can help→∅OTHER [#1526] to socialized→socializeMORPH [#1527] them→socializeOTHER [#1528] . Besides , it can be seen from the life , that men are good at one→someDET [#1529] aspects and women are the best→betterOTHER [#1530] in other questions→issuesNOUN [#1531] . They can help to→∅PREP [#1532] each other to know→learnVERB [#1533] something significant and usufull→usefulSPELL [#1534] , because nobody knows all→everythingPRON [#1535] in this life . However→? ? ?OTHER [#1536] , ∅→ifPREP [#1537] if was→there wereOTHER [#1538] equal amount→numbersNOUN [#1539] of male and female students , it→theyPRON [#1540] can→easilyOTHER [#1541] easy→easilyMORPH [#1542] to→∅VERB:FORM [#1543] work in pare→pairsNOUN [#1544] . Unfortunatelly→UnfortunatelySPELL [#1545] , not all students are→∅VERB:TENSE [#1546]✅ prefer to work ∅→such inOTHER [#1547] such ∅→aDET [#1548] way . Usually it is more pleasant for girls to communicate with the same category→genderNOUN [#1549] , because they have the same hobbies . More than that , usually male→menOTHER [#1550] and female→womenOTHER [#1551] can embrassed→embarrassVERB [#1552] each other and it also can ∅→beVERB [#1553] a problem , if there→theirDET [#1554] ∅→numbersNOUN [#1555] are not the same numbers of men and women→∅OTHER [#1556] . To sum up , it can be concluded , that the→unequalOTHER [#1557] discrimination→numbersNOUN [#1558] to→ofPREP [#1559] all students in groups to the equal→male and femaleOTHER [#1560] amount→studentsNOUN [#1561] can break their writs→cause discriminationOTHER [#1562] . However→BesidesADV [#1563] , there are more advantages of→inPREP [#1564] this ∅→approach ,OTHER [#1565] and it is possible to create some programms→programmesSPELL [#1566] in ∅→universities with equal numbers of students of eitherOTHER [#1567] Universities→universitiesORTH [#1568] .

{"id": 65}
This chart shows the number of people who are 65 and over in three countries in different points of the Earth through 100 years . Firstly , the whole population of these countries is getting old→olderADJ:FORM [#1569] - all lines go up . In the USA ∅→goes the lineOTHER [#1570] goes slightly but in the nearest future the growth will dramatically rise . It will be equal to less→a littleOTHER [#1571] than→belowPREP [#1572] 30 % . In Japan ∅→theDET [#1573] number of ∅→the theDET [#1574] elder→elderlyMORPH [#1575] calmly→slightlyADV [#1576] increases - there is→will beVERB:TENSE [#1577]⚠️ no fast growth in→byPREP [#1578] 2030 like ∅→thatDET [#1579] in the USA . In Sweden , ∅→theDET [#1580] growth fluently→∅ADV [#1581] increases ∅→sharplyADV [#1582] - the population of old people in→byPREP [#1583] 2040 will be near 25 % . So , in all these countries the growth→percentageNOUN [#1584] goes up and ∅→becomeVERB [#1585] equal to 25 % . Nowadays , the eldest→oldestADJ [#1586] country is Sweden . The proportion of ∅→the elderlyOTHER [#1587] population is less than→almostOTHER [#1588] 20 % . It is significant that ∅→TheDET [#1589] United→UnatedNOUN [#1590] States take→takesVERB:SVA [#1591] ∅→TheDET [#1592] last place→positionNOUN [#1593] in that group - concerning to me , there are lots of middle - aged people there . Making a conclusion , it is important to say that ∅→theDET [#1594] situation is unsatifsfied→worryingVERB [#1595] . The population has an impact on economics . So , ∅→theDET [#1596] government should correct this situation by the nay→wayNOUN [#1597] of dotations to going→growingVERB [#1598] families .

{"id": 67}
The graph describes the percentage of old people ( aged 65 and over ) in three countries ( Sweden , Japan and USA ) in the period of the→∅DET [#1600] one hundred years since 1940 to 2040 . It seems that Japan 's→JapaneseOTHER [#1601] persons→peopleNOUN [#1602] aged 65 and elder→olderSPELL [#1603] will contain→make upVERB [#1604] more than 25 % of all people up to→byPREP [#1605] 2040 . Graph→The graphDET [#1606] of→forPREP [#1607] Japan ∅→shows aOTHER [#1608] significantly→significantMORPH [#1609] rises→riseMORPH [#1610] from 2030 to 2035 years→∅NOUN [#1611] . Since millenium→2000 proportionOTHER [#1612] the→ofOTHER [#1613] Japan 's→JapaneseOTHER [#1614] old people 's proportion→∅OTHER [#1615] extremely increased for more than 20 % in 40 years . Also the graph of the USA shows that aged people in this country will contain→reachVERB [#1616] more than 20 % of all population . There is one more important detail : all the graph→graphsNOUN:NUM [#1617] will reach their peaks in→byPREP [#1618] 2040 . ∅→The growthOTHER [#1619] USA 's→in theOTHER [#1620] progress→growthNOUN [#1621] of aged→elderly elderlyADJ [#1622] people percentage→∅NOUN [#1623] is ∅→lowest ofOTHER [#1624] the most tiny between→∅OTHER [#1625] three countries . Till→OverPREP [#1626] the century→period of a hundred yearsOTHER [#1627] ∅→theDET [#1628] population of aged people in ∅→theDET [#1629] US grows→is expected to growVERB:FORM [#1630] up only from 9 % to 23 % . In Sweden this progress is more significant : from 7,5 % to 25 % . Also in ∅→theDET [#1631] USA there is a period of stagnation→levellingNOUN [#1632] , when ∅→the line on theOTHER [#1633] graph is→doesVERB:TENSE [#1634]✅ not changed→rise or fallOTHER [#1635] at all since→fromPREP [#1636] 1999 to 2018 . It stopped→remainsVERB [#1637] at the degree→levelNOUN [#1638] of 14 % .→Тимофеева СOTHER [#1639]

{"id": 70}
Nowadays universities accept different numbers of male and female students in each faculty . The large number of girls usually is in humanitarian subjects , whereas boys prefer technical ones . But should universities accept equal amount of boys and girls ? On the one hand , there are more girls in many countries than boys . If universities make limits for girls , there will be the lack of boys , especially in humanitarian subjects . For example , it is a common tendency , that more girls go for education to the law faculties . My low→LawSPELL [#1699] faculty has a proportion of males and female students nearly 1:3 . It has as advantages and disadvantages . Less boys are interested in low→lawSPELL [#1700] , more girls become→are becomingVERB:TENSE [#1701]⚠️ judges , lawyers , prosecutors etc . But if universities limit the quality of girls , entering law faculties , it would be discrimination , usually called ' sexual discrimination ' , because a lot of girls want to be a lawyer . Also it has a positive effect , girls can become someone else . To my mind , the best solution of→toPREP [#1702] this problem is to stand a specific proportion of male and female students for each faculty . Because some professions lack of boys or girls and not always one kind of work appropriate for that very sex . Of course , there are jobs which must→shouldVERB:TENSE [#1703]⚠️ be universal for both males and females , that is why some faculties should make equal numbers of girls and boys .

{"id": 71}
Sugested→The givenOTHER [#1704] chart below gives to→∅PREP [#1705] us innformation→informationSPELL [#1706] about the proportion of the population aged 65 and ove→overSPELL [#1707] between 1940 and 2040 in ∅→theDET [#1708] USA , Japan→Japan ,WO [#1709] and Sweden . First of all , population→the percentageOTHER [#1710] of this people→categoryNOUN [#1711] in Japan was the most→theOTHER [#1712] little→lowestADJ [#1713] from 1940 to 2030 . From 1940 to 2000 the population→peopleOTHER [#1714] aged 65 and over was→made upVERB [#1715] about fife→fiveSPELL [#1716] percent .→of five Japanese populationOTHER [#1717] In 2040 this population→age groupNOUN [#1718] in Japan will be biger→biggerMORPH [#1719] and ∅→willVERB:TENSE [#1720]⚠️ consist of more than twenty fife percents→percentNOUN [#1721] .→∅PUNCT [#1722] Americans→AmericanMORPH [#1723] citizens aged 65 and over were ∅→theDET [#1724] the biger number of people→biggest portionOTHER [#1725] from 1940 to 1998 . In 1940 it was 10 percent and in 1999 it was 14→∅OTHER [#1726] percents→percentNOUN:NUM [#1727] .→∅PUNCT [#1728] After 2000 , line→the percentageOTHER [#1729] of this american→AmericanORTH [#1730] population are→sectorOTHER [#1731] increasing→increasedVERB:FORM [#1732] . I→InSPELL [#1733] 2040 it ∅→willVERB:TENSE [#1734]✅ consist of 23 percents→percentNOUN:NUM [#1735] of all→the wholeOTHER [#1736] population . Whith→withSPELL [#1737] the help of this , we can say , that borning→burningSPELL [#1738] in the the USA was feeling all the time . The Sweden proportion of the population aged 65 and over has→hadVERB:TENSE [#1739]⚠️ a lot of feelining→fallsNOUN [#1740] and increasing .→increasesOTHER [#1741] In 1940 this propotion→proportionSPELL [#1742] was 5 percent from→ofPREP [#1743] all population , and this→ItPRON [#1744] was increasing→increasedVERB:TENSE [#1745]⚠️ to 20 percent in 2015 . After this , the line of proportion was feeling→is expected to fallVERB [#1746] to 17 percents→percentNOUN:NUM [#1747] in 2030 , and after this inereasing→that to to increaseOTHER [#1748] to 25 percents→percentNOUN:NUM [#1749] in 2040 . As aresult→a resultORTH [#1750] ,→∅PUNCT [#1751] we can name the same dinamic→dynamicsSPELL [#1752] of increasing ∅→theDET [#1753] proportion of the population aged 65 and over in this→theseDET [#1754] countries . This graph shows us ,→∅PUNCT [#1755] that ∅→a in future about aOTHER [#1756] qualer→quarterSPELL [#1757] of the population is→will be beVERB:TENSE [#1758]⚠️ old people ,→∅PUNCT [#1759] and borning→burningSPELL [#1760] was decling→decliningSPELL [#1761] or level of life in this countries was increasing .

{"id": 72}
There is ∅→anDET [#1762] opinion , that universities should have ∅→anDET [#1763] equal amount→numberNOUN [#1764] of male and female students in every subject in ∅→theDET [#1765] society . I disagree whith→withSPELL [#1766] this position . Firstly , it ∅→isVERB [#1767] good to say , that there are subjects , which are prefered→preferredVERB:INFL [#1768] only by boys or girls in→atPREP [#1769] universities . For example , on low→a lawOTHER [#1770] faculty , only girls like family law , and it is imposible→impossibleSPELL [#1771] to have equal numbers of male and female ∅→studentsNOUN [#1772] on this subject . Secondly , to my mind , ∅→theDET [#1773] level of education doestn→doesSPELL [#1774] ∅→n'tCONTR [#1775] depend from→onPREP [#1776] ∅→theDET [#1777] equal amount→numberNOUN [#1778] of boys and girls . There are no logical opinions , how it depends from→onPREP [#1779] it . Another people supose→supposeSPELL [#1780] , thet→thatSPELL [#1781] it can help us to go from one step of our socializing : communication with girls and boys , what→thatPRON [#1782] will help us in our future . I think it is wrong . We have got oppotunities→opportunitiesSPELL [#1783] to communicate with male or female ∅→studentsNOUN [#1784] in our childhood ( school etc . ) . University is a proffesional→professionalSPELL [#1785] level of our education and we should should study hard , and nothing ca→canCONTR [#1786] n't→notCONTR [#1787] change it . Moreover , we have ∅→aDET [#1788] briliant→brilliantSPELL [#1789] example , when in war→militaryOTHER [#1790] universities study only boys , and they have ∅→anDET [#1791] awersome→awesomeSPELL [#1792] education after ∅→theDET [#1793] university in Russia . Of course , boys like ∅→to beVERB:TENSE [#1794]✅ situate→situatedVERB:FORM [#1795] with girls , but this is not for education . Male→maleORTH [#1796] and female ∅→studentsNOUN [#1797] can communicate with each othe→otherSPELL [#1798] after their studing→studyingSPELL [#1799] . In conclusion , it will be good to→forPREP [#1800] all , that if male ∅→studentsNOUN [#1801] stady→studySPELL [#1802] without→studyOTHER [#1803] female ∅→onesNOUN [#1804] , ∅→theDET [#1805] level of education will not dicline→declineSPELL [#1806] . There are a lot of wrong opinion→opinionsNOUN:NUM [#1807] about ∅→the universities 'OTHER [#1808] universities'es→universitiesOTHER [#1809] education in society , and this theory is one of them .

{"id": 76}
Nowadays we live in the society where men and women have equal rights and obligations . However , gender questions in education sphere are discussed even today . Some people believe that equal amount of boys and girls should be accepted in every faculty . But I fully disagree with this opinion . I personally believe that acception→acceptingSPELL [#1894] of a person to the University must n't depend on his gender but his marks . At first , this may cause a situation , when scores for acception→acceptingSPELL [#1895] of a faculty will differ much between boys and girls , which , I believe is not correct . After that , big difference in marks can cause bad social conditions between students because students with lower education may feel depressed if they are not well prepared for university . Preparation for future life is extrimely→extremelySPELL [#1896] important in higher education and young people must understand that at work they would n't be given a special quota for male and female , and that they will live , work and pass work interviews in the same conditions . For example , my mom 's friend Julia , who was always thought that boys are→wereVERB:TENSE [#1897]✅ stronger then girls and must always take care of them . When Julia came to a new job she began to work , where men behaved with women in equal way and that 's why she felt depressed in this place with such conditions . In conclusion , I 'd like to say that many men many minds but I think that we should change education conditions in this way because today we have a lot of more serious problems to deal with . Besides , in my opinion , the only acceptable quotas are for invalids and for people who ca n't pay for their education .

{"id": 77}
The graph presents the data about the proportion of the population aged 65 and over between 1940 and 2040 in the→threeDET [#1898] different countries . According to the graph , X axis indicates the number of per cents→percentage ,OTHER [#1899] and Y axis indicates years . Here→ThereSPELL [#1900] are presented→∅VERB [#1901] 3 lines ( each line indicates each→aDET [#1902] country ) - Japan , Sweden and ∅→theDET [#1903] USA . The lowest level of ∅→the elderlyOTHER [#1904] population 's→wasNOUN:POSS [#1905] proportion belongs to→inOTHER [#1906] Japan . It reaches→wasVERB [#1907] a→asSPELL [#1908] low ∅→as 3 %OTHER [#1909] from 1960→1950OTHER [#1910] to 1960 ( 3 % ) a→1980 andOTHER [#1911] after the→thatDET [#1912] start→startedVERB:TENSE [#1913]⚠️ to increase rapidly - up to 27 % in 2040 , there→whenADV [#1914] Japan reaches→reachedVERB:TENSE [#1915]⚠️ it 's→itsOTHER [#1916] peak . Sweden ∅→andCONJ [#1917] a→theDET [#1918] USA have→hadVERB:TENSE [#1919]⚠️ approximatly→approximatelySPELL [#1920] the same level of proportion : Both→bothORTH [#1921] countrier→countriesSPELL [#1922] fluctuate→fluctuatedVERB:FORM [#1923] since→afterPREP [#1924] 1940 from 7 % a→andOTHER [#1925] 9 % , after this to 12 % a→and then and then and then toOTHER [#1926] 15 % in 1980 . But from 1995 Swedish line increases→increasedVERB:TENSE [#1927]✅ sharply to 20 % in 2015 , unlike ∅→that in theOTHER [#1928] US 's→∅NOUN:POSS [#1929] line , which→∅OTHER [#1930] starts to decrease→decreasedVERB:FORM [#1931] slowly from 15 % to 13 % ( 1980 - 2020 ) . And , at last , both counties→countriesNOUN [#1932] ∅→are expected to are expected toVERB [#1933] start in→∅PREP [#1934] increase→increasingVERB:FORM [#1935] it 's→theirOTHER [#1936] levl→levelSPELL [#1937] of population proportion→proportion of the elderly populationOTHER [#1938] a→andOTHER [#1939] in 2040 ∅→willVERB:TENSE [#1940]⚠️ reach it 's→theirOTHER [#1941] maimum→maximumSPELL [#1942] - ∅→inPREP [#1943] Sweden - 25 % ∅→and inOTHER [#1944] a→the theDET [#1945] US - 23 % . To sum up , the statystics→statisticsSPELL [#1946] indicates , that Japanese population ∅→of 65 years old and overOTHER [#1947] 's proportion is changing→changesOTHER [#1948] slowly , instead of→unlikeOTHER [#1949] Swedish a→andOTHER [#1950] American rates , which are→∅OTHER [#1951] fluctuated→fluctuateMORPH [#1952] . But→NeverthelessOTHER [#1953] , the highest level ∅→of elderly populationOTHER [#1954] of proportion is→will beVERB:TENSE [#1955]⚠️ reached by→inPREP [#1956] Japan , in contrast with→toPREP [#1957] Sweden ∅→andCONJ [#1958] a→theDET [#1959] US , which ∅→willVERB:TENSE [#1960]⚠️ have ∅→aDET [#1961] lower maximum rate .

{"id": 78}
Nowadays a→theDET [#1962] problem of ∅→theDET [#1963] disproportion of sexes in universities is topical→widely discussedOTHER [#1964] , but is it really necessary to accept an equal numbers of males a→andOTHER [#1965] females in each subject , or it will→will itWO [#1966] be more preferable not to pay attention to this situation ? Actually , there is no doubt ,→∅PUNCT [#1967] that communication between girls a→andOTHER [#1968] boys is essential . But we are talking not→not talkingWO [#1969] about the importance of their privale→privateSPELL [#1970] relations→relationshipsMORPH [#1971] . We are trying to consider→look atOTHER [#1972] this question from the educational point of view . Let 's emagine→imagineSPELL [#1973] a situation :→ofOTHER [#1974] an→theDET [#1975] equal number of male a→andOTHER [#1976] female students in the subject . What ∅→doesVERB:TENSE [#1977]✅ it leads→leadVERB:SVA [#1978] ∅→toPREP [#1979] to ? Males try to attract girls attention a vise - revsa . Females try to do the same . However , if on→inPREP [#1980] the→some subjectOTHER [#1981] subject ∅→areaNOUN [#1982] , there is no opposite sex , the educational level would→willVERB:TENSE [#1983]⚠️ be much higher . We can predict ,→∅PUNCT [#1984] that both sexes woud→will will be beOTHER [#1985] concern→concernedVERB:FORM [#1986] only about→withPREP [#1987] their study→studiesNOUN:NUM [#1988] . On the other hand , as I 've→haveCONTR [#1989] already pointed out , the→∅DET [#1990] communication is an essentrial→essentialSPELL [#1991] skill , which every student should imrove→improveSPELL [#1992] , but it does n't mean ,→∅PUNCT [#1993] that this necessary skill should be practised at university . Most students have enough free time to do this with no destroy→without distractionOTHER [#1994] of→fromPREP [#1995] studing→studyingSPELL [#1996] . I afirm ,→confirmOTHER [#1997] that the situation of disproportion of Females→girlsNOUN [#1998] 2→toOTHER [#1999] males→boysNOUN [#2000] in universities should be changed , and , moreover , in every subject should appear→∅VERB [#2001] only ∅→male or be admitted femaleOTHER [#2002] males or only females→femaleMORPH [#2003] ∅→studentsNOUN [#2004] . This opinion could be presented→supportedVERB [#2005] on→withPREP [#2006] the example of special universities for males or females , which are wide spread→widespreadORTH [#2007] in an→∅DET [#2008] English speaking counties ∅→,PUNCT [#2009] a→andOTHER [#2010] an→theDET [#2011] educational level there is much higher ,→∅PUNCT [#2012] than in ∅→anDET [#2013] average university . As a consiquence→consequenceSPELL [#2014] , I 'd→wouldCONTR [#2015] like to note ,→∅PUNCT [#2016] that the question of sexes→genderNOUN [#2017] disproportion in universities is strill→stillSPELL [#2018] open→validADJ [#2019] , but , as for→in my point ofOTHER [#2020] me→viewOTHER [#2021] , this situation should be changed , in the way , of the whole ie section of mixed sexes universities .

{"id": 79}
The graph compares the number of people aged 65 and over in Japan , Sweeden→SwedenSPELL [#2022] and ∅→theDET [#2023] USA from 1940 to 2040 . According to the data presented→presented dataWO [#2024] ∅→,PUNCT [#2025] the proportion of population aged 65 and over constituted nearly 5,5 % in 1940 ( 5 % , 5,5 % and 9 % in Japan , Sweden and ∅→theDET [#2026] USA respectively ) . As far as ∅→can itOTHER [#2027] can be judged according to→byOTHER [#2028] the graph ∅→,PUNCT [#2029] the proportion of old people increased in Sweeden→SwedenSPELL [#2030] and ∅→theDET [#2031] USA from 1940 to 1980 , while there was a slight decrease in this catecory→categorySPELL [#2032] of people in Japan . In accordance with the graph ∅→,PUNCT [#2033] the proportion of old people ∅→hasVERB:TENSE [#2034]⚠️ remained ∅→and will remainOTHER [#2035] above 10 % between 1940 and 2020 and there is→will beVERB:TENSE [#2036]⚠️ a sharp increase in 2030 . In 2040 the number of population→peopleNOUN [#2037] aged 65 and over reached→will reachVERB:TENSE [#2038]⚠️ a peak . Persuant to ∅→the investigation theOTHER [#2039] investigation the proportion of old→elderyOTHER [#2040] persons→peopleNOUN [#2041] reached→will reachVERB:TENSE [#2042]⚠️ 27 % in Japan , 25 % in Sweden and 22 % in ∅→theDET [#2043] USA in 2040 . To sum up ∅→,PUNCT [#2044] it can be clearly seen from the graph that population in three different countries has→willVERB:TENSE [#2045]⚠️ become older in 2040 than it used to be in 1940 .

{"id": 81}
The amount→numberNOUN [#2075] of elderly people living in Japan , Sweden and the USA in→duringPREP [#2076] different years is given on→inPREP [#2077] the data presented . The first feature which can be clearly seen→seen clearlyWO [#2078] is that the percentage of humans over 65 years is growing rapidly in all of these states . Probably , such scientists ' predictions will not be→comeVERB [#2079] realized→trueOTHER [#2080] because the previous years trends indicate another tendencies . According to ∅→theDET [#2081] researches→researchersMORPH [#2082] , the proportions of elderly people in population are→will beVERB:TENSE [#2083]⚠️ much more→∅ADJ [#2084] higer→higherSPELL [#2085] in comparison with 2020 or earlier trends ( about 25 % in 2030 and 5 - 15 % in 2000 respectively ) . Analizing→AnalyzingSPELL [#2086] the information shown , it should be mentioned also→also be mentionedWO [#2087] that in the USA and Sweden there was→will beVERB:TENSE [#2088]⚠️ a→anDET [#2089] upword→upwardSPELL [#2090] trend in ∅→theDET [#2091] percentage of people which→whoPRON [#2092] are 65 years old and over from 1940 to 2040 . As for Japan , some fluctuations can be observed on the graph . There was a decline from 1940 to 1960 , but a rising→riseMORPH [#2093] of→inPREP [#2094] ∅→theDET [#2095] level of elderly people can be seen from 1980 to 2040 . Japan is assumed→expectedVERB [#2096] to be a leader in such percentage after 2030 year .

{"id": 82}
The problem of amount→the the the number ofOTHER [#2097] girls and boys in educational organisations can be identified→noticedVERB [#2098] in last years . One argument→point of viewOTHER [#2099] is that there should be an equal percentage of men and women on courses . Honestly to say→∅VERB [#2100] , it→ItORTH [#2101] does n't→notCONTR [#2102] mean for me→seemOTHER [#2103] to be a great problem ∅→to meOTHER [#2104] , and→∅CONJ [#2105] so I can not fully agree with the presented opinion . Probably , such a suggestion is reffered→madeVERB [#2106] by people to the point that→becauseOTHER [#2107] the number of male→malesNOUN:NUM [#2108] in our population declines→is decliningVERB:TENSE [#2109]⚠️ rapidly . On my course , for instance , there is→areVERB:SVA [#2110] a→muchOTHER [#2111] great deal of→moreOTHER [#2112] girls than boys . However , we have on→∅PREP [#2113] any→noDET [#2114] difficulties with that . Males have the same opportunities for self - realization as females . Moreover , it should be pointed out that the ability to graduate ∅→fromPREP [#2115] a university depends on human skills , but not ∅→onPREP [#2116] a gender . What is more , people in our country have common conditions for passing exams to enter to→∅PREP [#2117] any collage→collegeNOUN [#2118] or university . It should be also→also beWO [#2119] considered that the→∅DET [#2120] accepting people according to their gender will mean a→∅DET [#2121] discrimination under the conditions of our legislation ,→∅PUNCT [#2122] because in our Constitution every person have→hasVERB:SVA [#2123] a right to a free education depending on their abilities . There is no registration→preferenceNOUN [#2124] for males or females . To sum up , everything which→thatDET [#2125] was previously mentioned should be taken into account . There is no doubt that any university should act according to ∅→theDET [#2126] rules of states or international law and should not react ∅→to anything apart from itOTHER [#2127] .

{"id": 83}
The line graph analyzes→showsVERB [#2128] information about changes in the proportion of population aged 65 and over between 1940 and 2040 in three different countries . These counties are Japan , Sweden and the USA . According to the graph it→therePRON [#2129] will be a great rise in the proportion of people aged 65 and over in Japan from 10 % in 2020 to 27 % in 2040 . But before it there will be no any→∅DET [#2130] significant changes since the percentage of people aged 65 and over has the tendency to be about 5 - 10 % . As for the USA and Sweden the proportion of 65 years old population is flunctuatiry→fluctuatingSPELL [#2131] during the all→wholeOTHER [#2132] period of time . Both the USA and Sweden will reach the top in the percentage of population aged 65 and over in 2040 . It will be about 25 % . To sum it up , the most significant chaeyes→changesSPELL [#2133] is→will beVERB:TENSE [#2134]✅ in Japan .

{"id": 85}
The diagram presents the data about the percentage of people of→atPREP [#2142] the age of 65 and more from the→∅DET [#2143] 1940 to 2040 in three countries : Japan , Sweden and the USA . The x axis shous→showsSPELL [#2144] the years while the y axis -→,PUNCT [#2145] percentage ∅→numbersNOUN [#2146] . Both ∅→theDET [#2147] USA and Sweden has→haveVERB:SVA [#2148] almost equal percentage of retired people during ∅→theDET [#2149] first 60 years ( about 10 - 15 % ) . Then the graphs start to vary and finally grow ap→upSPELL [#2150] to 25 % . Japan , in contrasty→contrastNOUN [#2151] to ∅→contrast other theOTHER [#2152] other countries shows really low level of percentage people over 65 . After porpertual→perpetualSPELL [#2153] flactuation→fluctuationSPELL [#2154] from 3 -→toOTHER [#2155] 5 % the level of old Japanese people dramatically→is to rise is toOTHER [#2156] rise up to 30 % . To sum up , ∅→the periodOTHER [#2157] 1940s-2020s see→showsVERB [#2158] low percentage of old people in all three countries . But tendention→the tendencyOTHER [#2159] is that→forPREP [#2160] the level will→toVERB:TENSE [#2161]⚠️ permanently grow→grow permanentlyWO [#2162] .

{"id": 87}
The graph represents the number of 65 and over aged people , expressed in percents→percentNOUN:NUM [#2176] , in Japan , Sweden , ∅→theDET [#2177] USA for the period from 1940 to 2040 . Firstly , according to the graph , the proportion of population slightly increase→increasesVERB:SVA [#2178] for 100 years . In all countries the population of old people started→was shownVERB [#2179] from no→notOTHER [#2180] less than 5 % . From the period of 1940 - th the number of 65 years old people and over rised in Japan and ∅→theDET [#2181] USA . But this tendency stopped in 1980 , and ∅→theDET [#2182] dsrise→riseSPELL [#2183] has changed it . Decline→The declineDET [#2184] of population took more time in ∅→theDET [#2185] USA and had been→wasVERB:TENSE [#2186]⚠️ continuing for→tillPREP [#2187] approximately 2010 . Opposite , Sweden decrise→decreaseSPELL [#2188] took no more than 10 years and population started to rise hightly→highSPELL [#2189] , this process stopped in 2010 . From 2010 both of lines , represented the rise of 65 and over aged population , increased and got the same level - approximately 23 - 25 % . Secondly , Japan had not any serious rise for 60 years - from 1940 to 2000 , but after that began to rise with high speed . Thus , for 20 years the level of population become 10 % , and during the last 10 years increased for 28 % . Moreover , this lane showed Japans ' scale , reached a→theDET [#2190] pich→pickSPELL [#2191] and represented the best result . Overall , both of countries - Sweden and ∅→theDET [#2192] USA , developing stabil→stableSPELL [#2193] and Japan 's line had ∅→theDET [#2194] another character→way of developingOTHER [#2195] , but it had the highest score inspite→in spiteORTH [#2196] the fact it 's→hadCONTR [#2197] slow speed of incrise→increaseSPELL [#2198] .

{"id": 88}
It has been suggested , that it would be better , if male and female students should be→wereVERB:TENSE [#2199]✅ separated by equal numbers for every subject . I strongly agree with this idea , but in some cases it could not be acceptable . First of all , a lot of scientific researchers→researchesMORPH [#2200] in the sphere of man and women phichology→psychologySPELL [#2201] exist , which prove the the fact of different understanding the same situations between mail→maleNOUN [#2202] and female . Female can see some detales→detailsSPELL [#2203] , that are hidden from males ' eye ; but women , as a rule , are too emotional , that does not allow them to analize→analyzeSPELL [#2204] particular situations . Men in this matter are more sutable→suitableSPELL [#2205] . Thus , the balance of male and female for every subject helps to find different points of view , and discuss the problem " from all sides " . Opposite , bodys→physical abilitiesOTHER [#2206] of man and women differ from each other , men , as usual , are more phisically→physicallySPELL [#2207] developed , that gives him→themPRON [#2208] an opportunity to do things ∅→,PUNCT [#2209] which could not be done by women . So , according ∅→toPREP [#2210] that , it is not compulsory to accept equal number of male and female students for subjects connecting with using a power . Therefore , the idea of acception→acceptingSPELL [#2211] equal number of male and female students is rather new and interesting , moreover ∅→,PUNCT [#2212] it has a practical benefit in some cases . I think , that it will be great if this strategy were→isVERB:TENSE [#2213]⚠️ used by universities and schools , because it could ras→riseSPELL [#2214] an important→importanceMORPH [#2215] of→inPREP [#2216] education sistem→systemSPELL [#2217] and help to rise it for higher level . But unfortunately , I guess , it would be too hard to use it in real life by the spestor→spectrumNOUN [#2218] of reasons .

{"id": 91}
The presented table illustrates how many people work in different spheres of economy ( hotel and catering , building , technology , education ) in the UK . The table includes information for two years : 1998 and 2006 . According to the data , the number of people engaged in each sector , has→hadVERB:TENSE [#2291]⚠️ experienced a noticeable change since→fromPREP [#2292] 1998 ∅→to 2006OTHER [#2293] . In 1998 far more people in→fromPREP [#2294] each age group worked in ∅→building businesses OR the sphere ofOTHER [#2295] building . The most dramatic was the change for→inPREP [#2296] technology - we can see that jobs in this sphere are→wereVERB:TENSE [#2297]⚠️ much more popular now→in 2006OTHER [#2298] . In the age group 18 - 25 35 times more→as manyOTHER [#2299] people work→workedVERB:TENSE [#2300]⚠️ in technology now→in 2006OTHER [#2301] . For technology two groups of middle - aged people are→wereVERB:TENSE [#2302]⚠️ approximately 7 and 13 times respectively bigger→asOTHER [#2303] now→asADV [#2304] compared→largeOTHER [#2305] to→inPREP [#2306] the→2006DET [#2307] data→asOTHER [#2308] of→inPREP [#2309] 1998 . Trends for hotel and catering and education are more steady , although we can also see some fluctuations . A closer look at the table reveals that the trends for different age groups are→wereVERB:TENSE [#2310]⚠️ not always similar ∅→in ...OTHER [#2311] . In each sector far less→fewerADJ [#2312] people after 50 have→hadVERB:TENSE [#2313]⚠️ an intention to change the sphere where→ofOTHER [#2314] they→theirDET [#2315] work . To sum up , there have been certain changes in the number→numbersNOUN:NUM [#2316] of people working in different sectors . The most dramatic changes we→∅PRON [#2317] can see→be seenVERB:TENSE [#2318]⚠️ in the technology sector , although each sector has→hadVERB:TENSE [#2319]⚠️ experienced changes . Different age groups prefer→preferredVERB:TENSE [#2320]⚠️ different occupations .

{"id": 94}
It is sometimes argued that→whetherPREP [#2373] children should begin learning foreign language in primary school or ∅→inPREP [#2374] secondary school . I can not completely agree or disagree with each→eitherDET [#2375] opinion and ∅→IPRON [#2376] believe that all of them have some advantages and disadvantages . The argument in favor of the opinion that for children ∅→itPRON [#2377] is better to learn language ∅→at earlyOTHER [#2378] in→anSPELL [#2379] early ages→ageNOUN:NUM [#2380] would be that in→atPREP [#2381] this age they→theirDET [#2382] memory is opened→openMORPH [#2383] for→toPREP [#2384] new information . Children in→atPREP [#2385] early ages→ageNOUN:NUM [#2386] took→takeVERB:TENSE [#2387]✅ information better than when the→theyPRON [#2388] become older . Also , I strongly stick to the view that when the→aDET [#2389] child grows up in the atmosphere where people speak foreign→severalADJ [#2390] language→languagesNOUN:NUM [#2391] ∅→/ more than one L1OTHER [#2392] they will easily remember new words and understand its→theirDET [#2393] meaning→meaningsNOUN:NUM [#2394] . Nevertheless , there can be some situations when children do not understand the importance of such learning and in this case it can be a can of worms . Some people would not agree with this opinion , though . They back up→OR supportOTHER [#2395] the idea that when children become older they clearly understand what they want and tend to→chase OR go forOTHER [#2396] their desires directly . However , in→atPREP [#2397] this age some children have problems with speaking and can not go→getVERB [#2398] through→overPREP [#2399] limits and ∅→certainADJ [#2400] bariers→barriersSPELL [#2401] . I believe that more often such problems connect→are connectedVERB:TENSE [#2402]⚠️ with psychology and ∅→with theOTHER [#2403] attitude of ∅→aDET [#2404] child to people around them and to life→∅NOUN [#2405] in a→∅DET [#2406] whole . To sum up I am convinced that advantages and disadvantages of learning ∅→aDET [#2407] foreign language→languagesNOUN:NUM [#2408] in primary school do n't outweigh them→theSPELL [#2409] ∅→ones of doing itOTHER [#2410] in secondary school . It is a parents business to decide when they should enable→let ( OR make ) their childrenOTHER [#2411] their children to learn foreign language .

{"id": 95}
The table demonstrates the information regarding the number of people of different age who work→workedVERB:TENSE [#2412]⚠️ in certain spheres in the UK in the period of time from 1998 to 2006 . A closer look at the table reveales→revealsVERB:INFL [#2413] that there is a tendency of decrease in the numbers of people working almost in all sectors , except technology . Interestingly , all the data→numbersNOUN [#2414] in ∅→the area ofOTHER [#2415] technology rose . Moreover , the biggest number of workers , that→whichDET [#2416] is 454375 , has been registrated→was registeredVERB [#2417] in this sphere in 2006 . The significant surge in numbers ∅→wasVERB:TENSE [#2418]⚠️ was ∅→also seenOTHER [#2419] among people from 26 to 35 also→∅ADV [#2420] in technology . The number there had changed by 2006 ∅→to about seven times as many workers -OTHER [#2421] from 63889 to 454375 . As for education , the number of people under 25 ∅→working thereOTHER [#2422] fell from 6388 to 4987 , whereas the number of people ∅→working there agedOTHER [#2423] from 26 to 35 increased to 115476 . In→AtPREP [#2424] the same time , the number of people→occupied thereOTHER [#2425] from ∅→at the age ofOTHER [#2426] 36 to 45 ∅→years oldOTHER [#2427] remained steady . To sum up , there is a clear tendency in hotel & catering and building of decrease in numbers , while in technology we can see the rise in numbers ∅→,PUNCT [#2428] which can be explained by our modern type of life .

{"id": 97}
The table compares the number of people in→atPREP [#2456] ∅→theDET [#2457] age from 18 to 65 working in certain sectors in the UK in 1998 and 2006 . The number of people working in technology has→( had )OTHER [#2458] rapidly increased in each age group , especially in the youngest group of respondents in→atPREP [#2459] ∅→theDET [#2460] age from 18 to 25 . In opposite→On the contraryOTHER [#2461] , the sphere of building is→wasVERB:TENSE [#2462]⚠️ not so popular as technology : they lost people in each age group . The sphere of hotels & catering became more attractive for people older ∅→thanPREP [#2463] 26 years : the number of people in this sphere decrease→decreasedVERB:TENSE [#2464]✅ only in the youngest group of respondents . And in ∅→theDET [#2465] final group of→presentingOTHER [#2466] people working in education , ∅→theDET [#2467] situation is→wasVERB:TENSE [#2468]⚠️ not good : only people in→atPREP [#2469] ∅→theDET [#2470] age from 26 to 45 think→thoughtNOUN [#2471] that that sphere is→wasVERB:TENSE [#2472]⚠️ perspective and workable→profitableADJ [#2473] ; in other age groups numbers→numberNOUN:NUM [#2474] of people rapidly decrease→decreasedVERB:TENSE [#2475]⚠️ .

{"id": 98}
Every parent at the current moment has realizing→realisesVERB [#2476] that the competition for a future job ∅→isVERB:TENSE [#2477]⚠️ is increasing→gettingVERB [#2478] significantly ,→harder ;OTHER [#2479] this reason brings→inducesVERB [#2480] the parent to think ∅→ofPREP [#2481] as→theOTHER [#2482] best as→∅PREP [#2483] possible ∅→wayNOUN [#2484] to prepare→provideVERB [#2485] their children with the best skill→skillsNOUN:NUM [#2486] to compete in future→∅OTHER [#2487] for ∅→a successful job aOTHER [#2488] successful job . On→OneSPELL [#2489] of the most important things that should be prepared→thought of / studiedOTHER [#2490] is the→aDET [#2491] foreign language . It 's good , if a child can speak a foreign language , because it will be a beneficial skill for him to apply ∅→inPREP [#2492] a future job in outside his home country . Some experts consider that teaching a foreign language for→toPREP [#2493] children at→inPREP [#2494] primary school is better than doing it in secondary ∅→schoolNOUN [#2495] . However , in my opinion , there are advantages and→∅OTHER [#2496] disadvantages ,→∅PUNCT [#2497] as well ∅→as advantages in itOTHER [#2498] . Firstly , primary school is the→aDET [#2499] place for children to develop their character→charactersNOUN:NUM [#2500] . As we know , that the first→mainADJ [#2501] duty of a primary school is building character , not skills . At this age , the children are→∅VERB:TENSE [#2502]✅ still need a lot of time to play and they should use their time in primary school for it . So , they should n't study a difficult subject . However , ∅→IPRON [#2503] based→can sayVERB [#2504] on→fromPREP [#2505] my own experience ,→thatOTHER [#2506] studying a foreign language such as English is→∅VERB:TENSE [#2507]⚠️ really pressuring→pressuresVERB:FORM [#2508] my brain , I have to think ∅→about difficult materialsOTHER [#2509] and remember hard about→∅OTHER [#2510] the→themPRON [#2511] materials→∅NOUN [#2512] . In opposite→on the contraryOTHER [#2513] , the children in secondary school are having→haveVERB:TENSE [#2514]✅ stronger capacity and mentality→mental potentialOTHER [#2515] to study a hard subject like English . At secondary school , teaahers→teachersSPELL [#2516] not→do do n'tOTHER [#2517] need to focus on the→∅DET [#2518] character building anymore , they could→canVERB:TENSE [#2519]⚠️ push the student to study on→∅PREP [#2520] a more difficult subject than in primary school , because , at this age the student have→∅VERB [#2521] already good→has a sufficientOTHER [#2522] brain capacity to study ∅→aDET [#2523] subject like English . In conclusion , I think that preparing→providingVERB [#2524] the→∅DET [#2525] children about→withPREP [#2526] foreign language skill→skillsNOUN:NUM [#2527] as soon as possible is a good decision , but we have to look ∅→at whether whetherPREP [#2528] are children ready or not→or not children are readyWO [#2529] for it . So ∅→, in my opinionOTHER [#2530] , teaching ∅→aDET [#2531] foreign language for→toPREP [#2532] children at primary school is not a good choice , however , teaching foreign language at secondary school is the best policy .

{"id": 100}
The better→bestADJ [#2573] age for children to begin to study foreign languages has been argued for many years . Some people believe that it is worthy→suitableADJ [#2574] to start earlier ∅→,PUNCT [#2575] at primary school . However , others argue that beginning to learn other languages at secondary school is ∅→aDET [#2576] better decision . So , this issue is going to be discussed underneath . It is generally believed that the knowledge we ∅→haveVERB:TENSE [#2577]⚠️ got in the→ourDET [#2578] childhood is better remembered→remembered betterWO [#2579] . The same thing ∅→can be said about /OTHER [#2580] is with→true forOTHER [#2581] languages . At the→∅DET [#2582] primary school it is easier to learn something new . Moreover , organism of→children 'sOTHER [#2583] kids→childrenNOUN [#2584] is more flexible and they can be learned→learnVERB:TENSE [#2585]✅ the right accent and grammar faster than elder→olderADJ [#2586] people . For instance , scientists ∅→haveVERB:TENSE [#2587]⚠️ proved that children under the age of 12 can be taught almost everything because ∅→of the qualitiesOTHER [#2588] of their minds . Furthermore , if ∅→a foreign a foreignOTHER [#2589] language has been→wasVERB:TENSE [#2590]⚠️ learned before 12 years old , the man→personNOUN [#2591] can become bilingual person→∅NOUN [#2592] . Nevertheless , some people consider that→∅PREP [#2593] it is→to beVERB:FORM [#2594] better to begin leaning ∅→aDET [#2595] foreign language at secondary school rather than at the→∅DET [#2596] primary school . They suppose that a child should learn his or her own language well→properlyADV [#2597] before commencing→beginning / startingOTHER [#2598] to be taught to→∅PREP [#2599] other languages . What is more , they think that two or more languages can mix ∅→upPART [#2600] in the mind ∅→,PUNCT [#2601] what→whichPRON [#2602] causes→can causeVERB:TENSE [#2603]✅ the→aDET [#2604] trauma for a child . However , languages present cultures . So , the child who started to learn ∅→aDET [#2605] foreign language earlier can be considered as ∅→a broadOTHER [#2606] broaden→broadMORPH [#2607] - minded ∅→personNOUN [#2608] . As a result ∅→,PUNCT [#2609] these children have better communicative→communicationMORPH [#2610] skills . To sum up , I would like to say : " So many men , so many minds " . Parents should decide what is more convenient for their child and when he or she should be taught foreign language→languagesNOUN:NUM [#2611] . However , personally , I suppose that it is better to begin learning ∅→foreignADJ [#2612] languages as earlier→earlyMORPH [#2613] as possible , for example , at the primary school ∅→levelNOUN [#2614] . To my mind , under these conditions children better understand→understand betterWO [#2615] the sense→featuresNOUN [#2616] of ∅→featuresNOUN [#2617] language and→the languageOTHER [#2618] even the culture of ∅→the theDET [#2619] country where people speak it .

{"id": 101}
The table below illustrates the changes which took place in allocation of manpower ∅→and are now sortedOTHER [#2620] by age among four sectors of the economy→economicsMORPH [#2621] of the United Kingdom between 1998 and 2006 . According to the data for 1998 , the employment in the educational sector predominated above→overPREP [#2622] all ∅→theDET [#2623] other sectors . On→inPREP [#2624] descending order , the next place belongs to the building sector ,→without commaOTHER [#2625] followed by the technology sphere ,→without commaOTHER [#2626] and the lowest place took→was takenVERB:TENSE [#2627]✅ ∅→byPREP [#2628] the hotel and catering service . Although in the oldest age group the least number of people belonged to the technology sector . Besides that , the most noteworthy fact about 1998 is that in the dominant ∅→sector , theOTHER [#2629] sector of education ∅→,PUNCT [#2630] the biggest amount of employees were in a mature age and reach→reachedVERB:TENSE [#2631]✅ maximum in the baud→bandNOUN [#2632] of 45 - 56 years old , meanwhile as→whereasOTHER [#2633] in all→∅DET [#2634] of→theOTHER [#2635] her→otherOTHER [#2636] sectors the biggest amount→youngest or the nextOTHER [#2637] of→youngOTHER [#2638] people→groupNOUN [#2639] accounted for the youngest or next→biggest amountOTHER [#2640] young→ofOTHER [#2641] group→peopleNOUN [#2642] by age . In 2006 the amount of people engaged in the technology area soared in hundreds of times . Thus it took a predominant position above→overPREP [#2643] all ∅→theDET [#2644] sectors referring to the first three age group→groupsNOUN:NUM [#2645] and reached the maximum amount of employed people in the band of 26 - 35 years old . As for the last two biggest age groups , the educational sector saved its dominant position .

{"id": 104}
Nowadays there is a common tendency to learn foreign languages in all over the world . So there is an actual question among parents whether to start→letVERB [#2675] their children study→start studyingVERB:TENSE [#2676]✅ new languages at primary school or ∅→toVERB:FORM [#2677] do it when they get bigger→olderADJ [#2678] and go to the→∅DET [#2679] secondary school ? I think that the most effective→rightestOTHER [#2680] variant is to begin learning foreign languages at primary school . Firstly , younger children have better mental activity than older ones . It explains→can be is explainedVERB:TENSE [#2681]✅ by the fact that the older you become the more information you have to get . At primary school there is no need to explore so much information as it is done→has to be exploredVERB [#2682] at secondary school . Secondly , children at primary school have less problems than people in secondary school . It is possible to say that their main problem is education . But people who study at secondary school have a wide range of additional problems like relations with their parents , girlfriends or boyfriends , job and so on . So this fact allows ∅→usPRON [#2683] to say that at primary school it is easier to focus on the learning of a foreign language . But some people think that it is better to start learning new language at secondary school . Their main argument is that children at primary school can not understand the importance of what they do . They do it just because their parents or teachers told them ∅→toPREP [#2684] . But when children become older they began→beginVERB:TENSE [#2685]✅ to understand the importance of knowledge of ∅→aDET [#2686] new language . And at this time enthusiasm appears in their hearts and they begin to study language not for marks but for their future . All in all , we all should understand that it is important to study new languages . And doing it at primary school is much more effective than doing it at secondary school when people get older .

{"id": 105}
The table illustrates the situation on→withPREP [#2687] ∅→theDET [#2688] most needed→wantedADJ [#2689] parts of job market . First of all , let ∅→usPRON [#2690] take a look on a→theDET [#2691] situation in ∅→theDET [#2692] sector of hotel and catering ∅→,PUNCT [#2693] we can see a tendency of downword→downwardSPELL [#2694] interests→interestNOUN:NUM [#2695] of younger people ∅→agedVERB [#2696] 18 - 25 in this sphere . in other ages→age groupsNOUN [#2697] the level→quantityNOUN [#2698] of workers ∅→is gradually growingOTHER [#2699] from 26 to 65 years old is gradually growing→in this sphereOTHER [#2700] . In building sector we can see ∅→thatPREP [#2701] the number of interested people are plummefed→plummetedVERB [#2702] - in 1998 the amount of people from 26 -→toOTHER [#2703] 35 , who were involved in building was 79607 and in 2006 it becomes→becameVERB:TENSE [#2704]✅ 46409 and we can notice this situation in→concerningPREP [#2705] every age . Thirdly ∅→,PUNCT [#2706] in technology we can see an extremely→extremeMORPH [#2707] increasing ∅→ofPREP [#2708] the level of people that working in that→∅DET [#2709] areas→areaNOUN:NUM [#2710] was→; it it hadOTHER [#2711] growing→grownVERB:FORM [#2712] over 70 percent -→wasOTHER [#2713] 454375 people from 26 to 35 , 193520 people from 56 to 65 and ofcourse→of courseORTH [#2714] ∅→the number ofOTHER [#2715] young people -→wasOTHER [#2716] 187600 . In education ∅→sectorNOUN [#2717] we see ∅→anDET [#2718] absolutely different situation from technology part ,→;PUNCT [#2719] the level of people who are→wereVERB:TENSE [#2720]⚠️ interested in education is→wasVERB:TENSE [#2721]⚠️ gradually→gradualMORPH [#2722] ∅→, butOTHER [#2723] tall , only the level of teachers from 26 to 35 years old are→wasVERB:TENSE [#2724]✅ in approximately ∅→the sameOTHER [#2725] level . In conclusion I want→would likeVERB [#2726] to summarize some tendencies . Firstly , the most interesting→popularADJ [#2727] sector in 2006 is→wasVERB:TENSE [#2728]⚠️ technology , there we can see an extremely→extremeMORPH [#2729] growing→growth of the number of workers at the ,OTHER [#2730] by contrast ∅→,PUNCT [#2731] the most uniterested→unpopularADJ [#2732] sector ∅→whichDET [#2733] is building . In sectors hotel & catering→ofOTHER [#2734] and education the amount of workers are→wasVERB:TENSE [#2735]✅ fluetuafed→fluctuatedSPELL [#2736] .

{"id": 108}
In this essay ∅→wePRON [#2815] will be discussed→discussVERB:TENSE [#2816]✅ a very important problem for society : is it good for children to learn ∅→aDET [#2817] foreign language at primary school ? Or maybe it will be better to learn it later ? I consider that the time at primary school is very important to use→getVERB [#2818] language skills . Kids in→atPREP [#2819] this age are not so→∅ADV [#2820] prepared ∅→enoughADV [#2821] to learn chemistry or physics . And on this occasion they must→can / couldOTHER [#2822] spend their time on learning language . It can be a good use of their time at primary school . In contrast to this argument , it can be said that children must spend their time at primary school on learning basic things from→forPREP [#2823] chemistry , physics and other subjects . But please : what will they understand ? What kind of program must→shouldVERB:TENSE [#2824]⚠️ we create to teach kids these subjects ∅→so earlyADV [#2825] ? Finally , it must be said that young children at primary school are better prepared to learn languages . Why ? They live→areVERB [#2826] in→atPREP [#2827] the age which allows them to have a better mind→earNOUN [#2828] for learning languages . When do you learn→teachVERB [#2829] your→aDET [#2830] child to speak ? It happens when it→theyPRON [#2831] is→areVERB:SVA [#2832] 2 - 3 years old . The scientists say that the best time for learning language is the age between three and seven years . It is the same time when a child begins to go at→toPREP [#2833] school . To summ→sumSPELL [#2834] up this information , I can say that my position is the following : we must use the ∅→earlyADJ [#2835] childhood to teach our children foreign languages because it is the best time for it . We must have→makeVERB [#2836] a good use of this age .

{"id": 111}
The table highlights→representsVERB [#2853] the numbers→numberNOUN:NUM [#2854] of people of different ages who was→wereVERB:SVA [#2855] working in certain working→workMORPH [#2856] categories→sectors / spheresOTHER [#2857] in the UK in 1998 and in 2006 . The→ADET [#2858] closer look at the data shows→revealsVERB [#2859] that it→therePRON [#2860] was ∅→aDET [#2861] decreasing→decreaseMORPH [#2862] in all working categories→the work sectors / sectors / spheresOTHER [#2863] exept→exceptSPELL [#2864] technology in age group from 18 to 25 . This tendency can mean→signifyVERB [#2865] the→aDET [#2866] significant development in technologies . The same increasing→increaseMORPH [#2867] ∅→of the numberOTHER [#2868] of ∅→people working inOTHER [#2869] this category→sector / sector / sphereOTHER [#2870] can be found in all ∅→theDET [#2871] age groups . Moreover , there is a mass decreasing→decreaseMORPH [#2872] in building sector . For example , in age group of 26 to 35 the numbers→numberNOUN:NUM [#2873] was→∅VERB:TENSE [#2874]✅ dropped from 79607 to 46409 . In age group from 36 to 45 the numbers→numberNOUN:NUM [#2875] changed from 21555 til→toPREP [#2876] approximately 19000 . The same situation of falling→decreaseNOUN [#2877] has→takesVERB [#2878] place in all ∅→theDET [#2879] age groups too . It indicates the bad situation on→inPREP [#2880] ∅→byPREP [#2881] building sector . To summarise all the information it should be said that the sector of technologies in the UK→increasedOTHER [#2882] was→itsOTHER [#2883] grown→numberNOUN [#2884] up→of employeesOTHER [#2885] from 1998 to 2006 and the sector of building fell→decreasedVERB [#2886] down→itOTHER [#2887] .

{"id": 112}
It is believed that it will be→isVERB:TENSE [#2888]⚠️ more effective to start learning of→∅PREP [#2889] foreign language in the childhood before going to the secondary school . I completely agree with this point of view because it→such approachOTHER [#2890] has more advantages than disadvantages . Firstly , in primary school a child has more flexible memory and it is easier ∅→for themOTHER [#2891] to remember lots of things for a long time . Everyone ,→∅OTHER [#2892] I suppose , ∅→everyoneNOUN [#2893] remember→remembersVERB:SVA [#2894] lots of children 's→nurseryOTHER [#2895] poetries→poetryNOUN:INFL [#2896] which they learned when they were small kids→childrenNOUN [#2897] , but it seems to be impossible to remind→recallVERB [#2898] anything from older ages of your life . Secondly , starting to learn foreign language before secondary school will→canVERB:TENSE [#2899]⚠️ benefit ∅→you / oneOTHER [#2900] in the future because it helps ∅→(PUNCT [#2901] the→aDET [#2902] ∅→)PUNCT [#2903] child to develop memory 's→∅NOUN:POSS [#2904] skills . It is known that people who started to learn started to learn foreign language in the childhood are→wereVERB:TENSE [#2905]⚠️ able to learn more foreign languages ∅→in futureOTHER [#2906] and it will be→wasVERB:TENSE [#2907]⚠️ easier for them than for some→someoneNOUN [#2908] who started ∅→practisingVERB [#2909] this practice→∅NOUN [#2910] later . Nevertheless , it→such approachOTHER [#2911] has some disadvantages . It can become a very hard challenge for a little child . For example , some kids→childrenNOUN [#2912] had different psychological deseases→diseasesSPELL [#2913] because of high pressure from parents and teachers . To sum up the information ∅→,PUNCT [#2914] I would like to say that starting to learn foreign language in primary school is a good practice but it should ∅→notADV [#2915] be a big challenge for ∅→aDET [#2916] child and ∅→"PUNCT [#2917] he ∅→or she " / " they "OTHER [#2918] should take pleasure from studying .

{"id": 113}
This→TheDET [#2919] table gives information about ∅→the theDET [#2920] numbers→numberNOUN:NUM [#2921] of people in each age group working→who who workedOTHER [#2922] in certain sectors in the UK in 1998 and 2006 . In→in 2006 .WO [#2923] hotel or catering sector in→InOTHER [#2924] 1998 the biggest group ∅→in hotel or catering sectorOTHER [#2925] of people was presenting→consistedVERB [#2926] by→ofPREP [#2927] people whose age ∅→wasVERB [#2928] from 18 to 25 years ∅→,PUNCT [#2929] and the small→smallestADJ:FORM [#2930] group in this sector are→was made up wereVERB:FORM [#2931] people whose age started→wasVERB [#2932] from 56 to 65 years , but in 2006 year ∅→theDET [#2933] situation in this sector was→∅VERB [#2934] change→changedVERB:TENSE [#2935]✅ . The biggest group in this sector are→consisted now wereOTHER [#2936] people whose age ∅→wasVERB [#2937] from 36 to 45 year . The number of this→suchOTHER [#2938] people are→wasVERB:TENSE [#2939]✅ 21303 and the small→smallestADJ:FORM [#2940] group in this sector are→in 2006 was made up wereOTHER [#2941] people from 56 to 65 years ,→;PUNCT [#2942] this fact illustrated→illustratesVERB:TENSE [#2943]⚠️ that the small→smallestADJ:FORM [#2944] group in this sector ∅→bothCONJ [#2945] from→inPREP [#2946] 1998 to→andOTHER [#2947] 2006 years are→consisted wereVERB:TENSE [#2948]⚠️ people whose age group→wasOTHER [#2949] 56 years to 65 years . In building sector is the biggest group in→InOTHER [#2950] 1998 people whose→made made upOTHER [#2951] age started→wasVERB [#2952] from 18 years→∅NOUN [#2953] to 25 ∅→made up was biggest group in building sectorOTHER [#2954] years ∅→;PUNCT [#2955] the number of these people are→wasVERB:TENSE [#2956]✅ 112565 and in 2006 year , this age group are 319→? ?OTHER [#2957] too→?OTHER [#2958] . The small→smallestADJ:FORM [#2959] group in this sector are→consisted wasVERB:TENSE [#2960]✅ ∅→people agedOTHER [#2961] 56 - 65 years , ∅→; the theOTHER [#2962] number ofthese→of theseORTH [#2963] people start→startedVERB:TENSE [#2964]✅ ∅→its decreaseOTHER [#2965] from 5400 people in 1998 and in 2006 are→the quantity of them wasOTHER [#2966] 3287 people . The next→NEXT IN WHAT ?OTHER [#2967] sector is technology . The biggest→In 1998 most presented most presentedOTHER [#2968] age group in this sector in 1998→∅OTHER [#2969] was ∅→that of people agedOTHER [#2970] 26 - 35 years and in 2006 year the number of people in this group was 454375 . In education sector in→InOTHER [#2971] 1998 years→theOTHER [#2972] group of people whose→the group of peopleOTHER [#2973] age from→from ageWO [#2974] 46→wasOTHER [#2975] to 55 year→∅NOUN [#2976] was the biggest group→one in education sector , and the number of those people wasOTHER [#2977] 125345 ∅→,PUNCT [#2978] , but in 2006 year ∅→theDET [#2979] situation changed , and the biggest group was ∅→agedVERB [#2980] 36 - 45 year ∅→and there wereOTHER [#2981] 125436 ∅→people in itOTHER [#2982] .

{"id": 114}
Some experts nowadays→Nowadays some expertsWO [#2983] believe that ∅→it isOTHER [#2984] better ∅→forPREP [#2985] to children→children toWO [#2986] learning→learnVERB:FORM [#2987] ∅→aDET [#2988] foregein→foreignSPELL [#2989] language at primary school rather than ∅→atPREP [#2990] secondary school . On→InPREP [#2991] my opinion , when children start learning ∅→foreignADJ [#2992] languages at primary school , they have more opportunities to develop their foregein→foreignSPELL [#2993] ∅→languageNOUN [#2994] skills ∅→in futureOTHER [#2995] than people who start learning ∅→aDET [#2996] foregein→foreignSPELL [#2997] language at secondary school ∅→doVERB [#2998] , because in secondary school children have a lot of home - work→more homeworkOTHER [#2999] , than in primary ∅→schoolNOUN [#3000] and sometimes they do n't want to learn foregein→foreignSPELL [#3001] language→languagesNOUN:NUM [#3002] . But ∅→,PUNCT [#3003] from→onPREP [#3004] the one hand , people who ∅→have been learning /OTHER [#3005] learn→have learnedVERB:TENSE [#3006]⚠️ foregein→foreignSPELL [#3007] language from→sincePREP [#3008] primary school have a lot of positive→benefitsNOUN [#3009] fact→benefits / advantagesOTHER [#3010] , which they can use in their life , for example , they can read foregein→foreignSPELL [#3011] books or magazines , watch foregein→foreignSPELL [#3012] films . From→OnPREP [#3013] the other hand , ∅→aDET [#3014] foregein→foreignSPELL [#3015] language can→startVERB [#3016] annoy→annoyingMORPH [#3017] to→∅PREP [#3018] people when→ifOTHER [#3019] they learned→have been learningVERB:TENSE [#3020]✅ it from→sincePREP [#3021] primary school ∅→.PUNCT [#3022]

{"id": 115}
The table illustrates the changing→changesMORPH [#3023] in proportional→proportionsMORPH [#3024] of people working→who workedOTHER [#3025] in the difference sectors of the UK economy→economicsMORPH [#3026] . It shows how has been changed→∅OTHER [#3027] the number of people ∅→had changedVERB [#3028] from 1998 to 2006 in→withinPREP [#3029] the five age groups . As ∅→itPRON [#3030] is shown by the table ∅→,PUNCT [#3031] the most significant increasing→increaseMORPH [#3032] of ∅→theDET [#3033] number of people is→wasVERB:TENSE [#3034]⚠️ in the technology sphere . Young people from 18 to 25 years old is prefer to do work connecting→connectedVERB:FORM [#3035] with new technology , the amount of them has rocketed→such people increasedOTHER [#3036] in about 36 times less then→?OTHER [#3037] for→?OTHER [#3038] 10→?OTHER [#3039] years→UNCLEARNOUN [#3040] . In contrast , hotel and catering sphere become→becameVERB:TENSE [#3041]⚠️ less popular for the youngs→youngstersSPELL [#3042] ,→;PUNCT [#3043] it is the only sector , where the number of people are→hadVERB:TENSE [#3044]✅ decreased from 1998 to 2006 . The sector of building has become→becameVERB:TENSE [#3045]⚠️ more attractive for all ∅→theDET [#3046] age groups , but mostly for people from ∅→theDET [#3047] first and ∅→theDET [#3048] second groups→group groupNOUN [#3049] ( 18 - 25 and 26 - 35 ) , for ∅→theDET [#3050] second group the number has→rose / hadOTHER [#3051] rosen doubly . The changing→changesMORPH [#3052] in the sector od→ofPREP [#3053] education was→wereVERB:SVA [#3054] not so considerable as in another→the otherOTHER [#3055] sectors , but in the fifth ∅→groupNOUN [#3056] , the oldest group→oneOTHER [#3057] , ∅→therePRON [#3058] was ∅→aDET [#3059] double increased→increaseMORPH [#3060] .